QVCMJDBUJPO PG UIF &EVDBUJPOBM 4FSWJDFT · PDF fileA Comparison of the AICE and IB Programs...

A publication of the Educational Services Program,now known as the Center for Advancement of Learning and Assessment

www.cala.fsu.edu

A Comparison of the

Advanced International Certificate of Education

and the International Baccalaureate

Programs in Florida

• • •

FJ King, Ph.D. Faranak Rohani, Ph.D.

Derek Hemenway, M.S. Karma Waltonen, M.A.

A Comparison of the AICE and IB Programs in Florida iii

Table of Contents EXECUTIVE SUMMARY ......................................................................................................................................... 1

A COMPARISON OF THE ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION AND THE INTERNATIONAL BACCALAUREATE PROGRAMS IN FLORIDA ............................................................... 4

OBJECTIVE ONE: CONTRASTING THE PROGRAMS .................................................................................... 5

Goal of Acceleration .............................................................................................................................................. 5 AICE and IB Programs in Florida Schools ........................................................................................................... 7 Authorization to Offer the Program ....................................................................................................................... 7 Selection of Student Programs ............................................................................................................................... 9

CHARACTERISTICS OF THE PROGRAMS ..................................................................................................................... 10 History ................................................................................................................................................................. 10 Focus ................................................................................................................................................................... 12 Curricular and Instructional Programs............................................................................................................... 12 AICE Request for Special Topics Courses ........................................................................................................... 21 Examinations ....................................................................................................................................................... 25 Grading Systems .................................................................................................................................................. 26 Costs of the IB and AICE Programs .................................................................................................................... 29

OBJECTIVE ONE SUMMARY ...................................................................................................................................... 37

OBJECTIVE TWO: STUDENT, PARENT, AND TEACHER SATISFACTION .............................................. 41

Studies on IB and AICE Satisfaction ................................................................................................................... 41 Survey Instruments .............................................................................................................................................. 43 Survey Dissemination .......................................................................................................................................... 47 Response Rates .................................................................................................................................................... 48 Findings ............................................................................................................................................................... 49

OBJECTIVE TWO SUMMARY ..................................................................................................................................... 89

OBJECTIVE THREE: STUDENT OUTCOMES ................................................................................................. 94

PREVIOUS STUDIES OF IB AND AICE STUDENT OUTCOMES ..................................................................................... 95 STUDENT OUTCOME MEASURES ............................................................................................................................... 98

AICE and IB Selection Test Results ..................................................................................................................... 99 AICE/IB Comparisons of High School Grade Point and Weighted High School Grade Point Averages ......... 100 AICE/IB Comparisons of FCAT Results ............................................................................................................ 100 AICE/IB Comparisons of SAT/ACT Results ....................................................................................................... 101 AICE/IB Comparisons of Externally Scored Program Exam Grades................................................................ 102 Correspondence of AICE and Advanced Placement (AP) Grades .................................................................... 105 Comparison of AICE and IB Self-Reported College Grades ............................................................................. 109

OBJECTIVE THREE SUMMARY ................................................................................................................................ 110

OBJECTIVE FOUR: CONCLUSIONS AND RECOMMENDATIONS .......................................................... 113

RECOMMENDATIONS .............................................................................................................................................. 117

REFERENCES ........................................................................................................................................................ 120

APPENDIX A: COMPARISON OF IB AND AICE SYLLABUS CONTENT IN SAMPLE SUBJECTS .... 123

APPENDIX B: COMPARISON OF SAMPLE IB AND AICE EXAMINATIONS ........................................ 130

APPENDIX C: IB FEES ........................................................................................................................................ 138

A Comparison of the AICE and IB Programs in Florida iv

APPENDIX D: SURVEY INSTRUMENTS ......................................................................................................... 141

INTERNATIONAL BACCALAUREATE PROGRAM STUDENT SURVEY ........................................................................... 142 ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION PROGRAM STUDENT SURVEY ....................................... 151 INTERNATIONAL BACCALAUREATE PROGRAM GRADUATE SURVEY ......................................................................... 159 ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION (AICE) PROGRAM GRADUATE SURVEY........................ 163 INTERNATIONAL BACCALAUREATE PROGRAM TEACHER SURVEY ........................................................................... 167 ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION TEACHER SURVEY ........................................................ 171

A Comparison of the AICE and IB Programs in Florida v

LIST OF TABLES TABLE 1: IB AND AICE PROGRAM FOCUS ................................................................................................................. 12 TABLE 2: IB AND AICE CURRICULUM GROUPS ......................................................................................................... 14 TABLE 3: SAMPLE AICE SPECIALIZATIONS ............................................................................................................... 17 TABLE 4: SAMPLE IB SPECIALIZATIONS ..................................................................................................................... 18 TABLE 5: SAMPLE IB AND AICE COURSES AND PREREQUISITES ............................................................................... 19 TABLE 6: SYLLABUS CONTENT .................................................................................................................................. 20 TABLE 7: COURSE SUMMARIES .................................................................................................................................. 22 TABLE 8: IB REGISTRATION FEES .............................................................................................................................. 32 TABLE 9: BUDGETING AN IB PROGRAM ..................................................................................................................... 33 TABLE 10: DISTRICT EXPENDITURES FOR IB AND AICE PROGRAMS, BAY COUNTY, 1998–99 .................................... 34 TABLE 11: BAY COUNTY IB PROGRAM COSTS ............................................................................................................ 35 TABLE 12: BAY COUNTY AICE PROGRAM COSTS ....................................................................................................... 36 TABLE 13: RANKING OF DISTINCTIVE FEATURES OF THE IB PROGRAM AS VALUABLE PREPARATION FOR STUDIES ... 42 TABLE 14: RANKING OF DISTINCTIVE FEATURES OF THE IB ........................................................................................ 43 TABLE 15: SURVEY DISSEMINATION ............................................................................................................................ 47 TABLE 16: SURVEY RESPONSE RATES ......................................................................................................................... 49 TABLE 17: STUDENT SATISFACTION (IB N=159, AICE N=118) .................................................................................. 51 TABLE 18: IB STUDENTS’ RESPONSES REGARDING THE CAS, TOK, AND EE REQUIREMENTS .................................... 55 TABLE 19: STUDENTS’ RESPONSES REGARDING PARTICIPATION IN EXTRACURRICULAR ACTIVITIES AND PERSONAL

IMPROVEMENT DUE TO PROGRAM PARTICIPATION .................................................................................... 56 TABLE 20: RESPONDENTS’ OPINIONS REGARDING PERSONAL IMPROVEMENT DUE TO PROGRAM PARTICIPATION ...... 58 TABLE 21: IB RESPONDENTS’ (N=159) OPINIONS REGARDING PROGRAM CHANGES .................................................. 59 TABLE 22: AICE RESPONDENTS’ (N=118) OPINIONS REGARDING PROGRAM CHANGES ............................................. 60 TABLE 23: COMMENTS FROM PARENTS OF CURRENT IB STUDENTS ............................................................................ 62 TABLE 24: COMMENTS FROM PARENTS OF CURRENT AICE STUDENTS ....................................................................... 63 TABLE 25: COLLEGES AND UNIVERSITIES ATTENDED BY IB GRADUATES ................................................................... 67 TABLE 26: COLLEGE MAJORS AND MINORS OF IB GRADUATES .................................................................................. 67 TABLE 27: COLLEGE CREDIT FOR HIGH SCHOOL COURSE WORK AMONG IB GRADUATES .......................................... 68 TABLE 28: IB GRADUATES’ RATING OF IB PROGRAM FEATURES ................................................................................ 69 TABLE 29: COLLEGES AND UNIVERSITIES ATTENDED BY AICE GRADUATES .............................................................. 73 TABLE 30: COLLEGE MAJORS AND MINORS OF AICE GRADUATES ............................................................................. 73 TABLE 31: COLLEGE CREDIT FOR HIGH SCHOOL COURSE WORK AMONG AICE GRADUATES ..................................... 74 TABLE 32: AICE GRADUATES’ RATING OF AICE PROGRAM FEATURES ..................................................................... 75 TABLE 33: IB AND AICE TEACHERS’ RATINGS OF VARIOUS ASPECTS OF THEIR PROGRAMS ...................................... 82 TABLE 34: AVERAGE SAT SCORES, HIGH SCHOOL AND COLLEGE GPAS, AND GPA DECREASE FOR FORMER IB, AP,

AND STANDARD STUDENTS AT THE UNIVERSITY OF FLORIDA .................................................................... 96 TABLE 35: READING AND MATH CAT-5 SCALE SCORES AND FLORIDA WRITES! (FW!) SCORES ................................. 99 TABLE 36: HIGH SCHOOL GRADE POINT (GPA) AND WEIGHTED GRADE POINT AVERAGES (WGPA) FOR NINTH-

GRADE AICE AND IB STUDENTS IN BAY COUNTY IN 1998–99 ................................................................ 100 TABLE 37: YEAR 2000 FCAT NORM-REFERENCED (NRT) AND CRITERION-REFERENCED (CRT) READING AND

MATHEMATICS SCALE SCORES ................................................................................................................. 101 TABLE 38: SAT AND ACT SCORES OF AICE AND IB STUDENTS WHO GRADUATED FROM HIGH SCHOOL IN 1999 AND

2000 ......................................................................................................................................................... 102 TABLE 39: DISTRIBUTION OF BAY COUNTY IB GRADES BY SUBJECT GROUP FOR 1998–99 AND 1999–2000 ............ 103 TABLE 40: DISTRIBUTION OF BAY COUNTY EXTENDED ESSAY AND THEORY OF KNOWLEDGE GRADES FOR 1998–99

AND 1999–2000 ........................................................................................................................................ 103 TABLE 41: DISTRIBUTION OF ST. JOHNS COUNTY IB GRADES BY SUBJECT GROUP FOR 1998–99 AND 1999–2000 ... 104 TABLE 42: DISTRIBUTION OF ST. JOHNS COUNTY EXTENDED ESSAY AND THEORY OF KNOWLEDGE GRADES FOR

1998–99 ................................................................................................................................................... 104 TABLE 43: DISTRIBUTION OF BAY COUNTY AICE GRADES BY SUBJECT GROUP FOR 1998–99 AND 1999–2000 ....... 105 TABLE 44: SCATTER PLOT OF BAY COUNTY STUDENT GRADES FOR AP CALCULUS AB COMPARED TO AICE

MATHEMATICS AND AICE FURTHER MATHEMATICS FOR 1998–99 AND 1999–2000 ............................... 107

A Comparison of the AICE and IB Programs in Florida vi

TABLE 45: SCATTER PLOT OF BAY COUNTY STUDENT GRADES FOR AICE ENGLISH COMPARED TO AP ENGLISH LANGUAGE AND COMPOSITION AND AP ENGLISH LITERATURE AND COMPOSITION FOR 1998–99 AND 1999–2000 ................................................................................................................................... 108

TABLE 46: NUMBERS OF RESPONDENTS AND SELF-REPORTED COLLEGE GPA MEANS AND STANDARD DEVIATIONS OF AICE AND IB STUDENTS IN BAY AND ST. JOHNS COUNTIES ........................ 110

A Comparison of the AICE and IB Programs in Florida 1

EXECUTIVE SUMMARY

The Advanced International Certificate of Education (AICE) and the International

Baccalaureate (IB) are rigorous preuniversity curriculum and examination programs designed for

academically able students. Both are two-year programs for junior and senior high school

students and both offer preparatory preprogram curricula for freshman and sophomore students.

This report compares AICE and IB programs in Florida schools and provides evaluation results

and recommendations in accord with the mandate of F.S. 240.116(6), 1999.

Both IB and AICE offer well-balanced curricula, high academic standards, practical real-

world applications, and international perspectives. Both emphasize the development of higher

order thinking skills, including problem solving and creativity. IB presents a broad general

education for students who can function well across the curriculum while providing for

specialization in accord with students’ interests and plans. AICE also provides a broad program

but emphasizes an extremely flexible curriculum that can be tailored to the abilities, interests,

and plans of students.

Program affiliation, annual subscription, and student per capita fees are considerably higher

for IB than for AICE. Affiliation fees per school are $2,000 for IB; there is no comparable cost

for AICE. Annual subscription fees per school are $7,300 for IB and $600 for AICE; student per

capita fees are approximately $500 and $250 for IB and AICE, respectively.

In general, student, parent, and teacher satisfaction with both programs was positive.

Students in both programs felt that they were challenged by their participation in the programs

and well prepared for college. Parent statements agreed with those of students and in addition

expressed the belief that students were receiving high-quality instruction from the faculties.

Teachers in both programs were well prepared and enthusiastic about their work. Criticism from

all three groups tended to be minor.


No major systematic differences in student selection or outcomes were noted when AICE

and IB groups had been in their programs the same length of time. AICE examination grades of

“E” were found to correspond most closely to Advanced Placement grades of 3 or better, for

which many colleges and universities give course credit.

Recommendations

The most important differences found were that AICE graduates face more difficulty

obtaining college credit for their courses than do IB graduates, costs are much higher for IB than

for AICE programs, and AICE offers greater curriculum flexibility than does IB.

A general recommendation for the Florida Legislature and the Florida Commissioner of

Education is that the AICE program be given recognition and treatment equal to that given the IB

program. The pilot program designation should be removed and full status should be accorded

the program.

The following specific recommendations are made:

1. Enrollment restrictions for AICE should be removed.

2. The AICE program should continue to receive the funding for supplemental FTE

that it now enjoys:

• Enrollment in a full-credit AICE course with a grade of 2 (E) or higher—.24

additional FTE;

• Enrollment in a half-credit AICE course with a grade of 1 (E) or higher—.12

additional FTE; and

• Receipt of the AICE Certificate—.30 additional FTE.

3. Bright Futures Scholarships should be guaranteed to AICE certificate holders who

apply for them.

4. The AICE program should be described in the Course Code Directory. Pre-AICE

and AICE courses should be given their own numbers in the Course Code Directory

and in the Counseling for Future Education Handbook.


5. Florida universities and colleges should be encouraged to accept AICE exam results

based on the AICE scale for passing scores for credit in the same way that AP and

IB exam results are accepted.

6. Course forgiveness policies (no requirement for personal fitness, etc.) for AICE

should be the same as for IB in schools in which these programs are located.

7. The AICE program’s progress in gaining acceptance of AICE certificates for college

credit from American universities and colleges should be monitored.

8. A final recommendation to the Legislature and Commissioner of Education is to

make a statewide study that compares AICE, IB, and other acceleration programs

such as the AP program. This study would compare program costs and student

outcomes at the college level.

It is recommended that counties and schools considering implementation of either AICE or

IB take into account the following differences between the two programs:

1. At present, except for the University of Florida, the AICE or supplementary GCE

certificates are not automatically accepted for course credit at colleges and

universities in the United States. IB students can obtain credit at many colleges and

universities with their diplomas or exam certificates.

2. Direct program costs (affiliation, annual, and student per capita) are considerably

higher for IB than for AICE. This could be of major importance in small counties

that do not anticipate large enrollments in IB and, hence, do not generate large

amounts of supplementary FTE.

3. Educational philosophies of the programs are somewhat different. Both AICE and

IB emphasize broad preparation for all students, but AICE allows more flexibility in

individual student programs.


A COMPARISON OF THE ADVANCED INTERNATIONAL CERTIFICATE

OF EDUCATION AND THE INTERNATIONAL BACCALAUREATE

PROGRAMS IN FLORIDA

Acceleration mechanisms for articulation between secondary and postsecondary educational

institutions include internationally standardized examinations through which students may earn

credit (Florida Statute [F.S.] 240.115, 1999). This report compares two such programs that use

internationally standardized examinations in Florida—the International Baccalaureate (IB) and

the Advanced International Certificate of Education (AICE).

The four objectives addressed in evaluating these two programs were to

1. contrast the two programs in terms of

• requirements of school personnel and students,

• program content, and

• relative cost of the programs for districts, schools, and students.

2. study differences in student and parent satisfaction between the two programs and in

teachers’ perspectives of the programs.

3. determine whether there were differences between the two programs in student

outcomes. Pertinent to these outcomes is the comparative quality levels of the students

both before and after matriculation into the programs. The study also took into account

how successful students were in high school and how successful they are in

postsecondary programs.


4. develop a set of recommendations for schools, the Commissioner of Education, and the

Florida Legislature concerning further implementation/expansion of the IB and/or AICE

programs in the Florida public schools.

OBJECTIVE ONE: CONTRASTING THE PROGRAMS

A study of the differences between the IB and AICE programs must address them as

acceleration mechanisms. This section begins, therefore, with a brief overview of the goal of

acceleration and the Florida schools that offer the IB and AICE acceleration programs. The

qualification requirements for school personnel and students are then contrasted in a review of

the selection processes used to authorize a secondary institution to offer an IB or AICE program

and to admit students to these programs. The programs’ contents are then analyzed by

comparing their histories, focuses, curricula, and instructions. The latter includes curriculum

groups, courses and prerequisites, syllabus content, examinations, and grading systems. Finally,

the programs are contrasted in terms of the funding they receive and the costs associated with

them. These costs are discussed in regard to the fees charged by the IB and AICE program

offices and then on three levels: district, school, and students.

Goal of Acceleration

According to F.S. 240.116 (1), articulated acceleration should serve “to shorten the time

necessary for a student to complete the requirements associated with the conference of a high

school diploma and a postsecondary degree, broaden the scope of curricular options available to

students, or increase the depth of study available for a particular subject.” To assess the status of

systemwide articulation processes authorized under F.S. 240.115, the accountability process

established by the State Board of Education includes a focus on educational continuity and the


adequacy of preparation of secondary students for smoothly articulating to a public

postsecondary institution (F.S. 240.1162).

Review of curricular and examination materials provides evidence that the IB and AICE

programs both serve these broad purposes. Both the IB and AICE programs provide a

comprehensive two-year curriculum to allow graduates to fulfill requirements of various national

education systems. The Advanced Placement (AP) and IB programs are known to set standards

that establish credibility with college admissions officers and provide proof of secondary

academic achievement on a high level, both of which are major issues (Kennedy, 2000, p. 1).

AICE officials claim that their program “has international credibility as a university-entrance

level qualification” and that “American universities have indicated the likelihood of awarding

advanced credit to applicants with AICE certificates” (AICE Office, 1997, p. 11). To our

knowledge, however, the University of Florida is the only institution in the United States that

currently grants such credit.

It is necessary to mention another acceleration alternative, namely, the AP, as IB students

often take AP courses as electives and AICE students in Florida take both AICE and AP

examinations. Students who take AP courses in high school and pass the AP examinations are

eligible for college credit and/or advanced placement at 2,900 colleges and universities

worldwide that recognize the program. More than 52 percent of high schools in the United

States offer a varying number of AP courses. The main differences between AP and the

IB/AICE programs are concerned with student selection and curricula. Students need only

obtain a letter of recommendation from a teacher to participate in an AP course. There is no

standard curriculum. An AP student may fill his or her schedule with as many AP courses as the


high school offers or may choose to take only one or a few AP classes during high school (The

College Board, 1999, 6−7, 10).

AICE and IB Programs in Florida Schools

Approximately 38 Florida high schools have IB programs. The earliest identified date of IB

program implementation in Florida was 1983 (Eastside High School in Gainesville). Other

schools reported implementing the IB program as early as 1986 and as recently as 1998.

Students are admitted to the Pre-IB program in the 9th grade. These students take Pre-IB courses

as prerequisites in the 9th and 10th grades for IB courses in the 11th and 12th grades. Since the

1993−94 school year, there have been approximately 150 graduating IB classes in Florida.

The AICE program is currently being piloted in three Florida counties. The AICE program

in Bay County began in the 1995−96 academic year, in St. Johns County in 1998−99, and in

Lake County in 1999−2000. Florida Statute 236.081, as amended by the 1997 Florida

Legislature, specifies that the AICE program “shall generate full-time equivalent student

membership” in the same manner as “students enrolled in the International Baccalaureate

Program,” allowing a maximum of 40 students in each pilot to generate additional full-time

equivalent membership for enrollment during the 1997–98 school year, and then a maximum of

80 in the 1998–99 and 1999–2000 school years. Students enter the program in 9th grade. They

take Honors and AP courses in grades 9 and 10 to prepare for classes offered for AICE and/or

AP credit in the 11th and 12th grades.

Authorization to Offer the Program

Individual schools must apply to the parent organization of the IB program, known as the

International Baccalaureate Organisation (IBO), or the AICE program, known as the Cambridge

International Examinations (CIE), to be authorized to offer the relevant program.


IB Application Requirements

SECTION I A. International Baccalaureate North America

Application B. Statement of reasons for adopting the program C. Statement concerning the place of the IB

diploma program in the school D. Letter of support by the head of the school E. Three-year implementation budget F. Description of support services G. Description of promotional programs and

recruitment efforts H. Affiliation plans I. Signatures of all who worked on Section I SECTION II A. Letter of support by the superintendent B. Letter of support by the president of the school

board SECTION III A. List of faculty B. List of IB diploma courses C. Four-year sequence of courses D. Description of Pre-IB program

E. Description of Creativity, Action, Service (CAS) program

F. Description of Extended Essay (EE) plans G. Signatures of all who worked on Section III SECTION IV A. Course outline for each proposed course, signed

by the teacher who prepared it B. Resource analyses by each department SECTION V A. Description of the library B. Inventory of audiovisual equipment C. Description of computer services D. Description of library programs E. Signatures of all who worked on Section V SECTION VI A. Current course catalog B. Description of the school community C. Application fee

If the application is satisfactory, a site visit is scheduled when the first diploma class is in

grade 9. Other visits may be scheduled, as desired, by members of the IBO administration. Full

participation begins when the first diploma class is in grade 11. An affiliation fee of $2,000 is

required. The annual basic fee per school is $7,300 (IB Teacher Training Workshop:

Coordination, p. 13).

AICE Application Requirements

AICE requires application forms to be submitted that contain responses to questions

concerning (1) number of full- and part-time qualified and unqualified teaching staff, (2) number

of candidates to be examined in the fall and spring, (3) examinations and subjects for which

candidates will be entered, and (4) number of laboratories, workshops, and domestic science

facilities and their teaching purposes and pupil capacities. A site inspection focuses on teaching


facilities, qualifications of teaching staff, facilities for administering examinations, and security

arrangements for storing examination materials, etc. The school coordinator of the program is

required to confirm that all administrative and other conditions imposed by CIE will be met. An

annually renewable fee of $600 must be submitted with the application.

Selection of Student Programs

Both AICE and IB programs recruit students from district middle schools in the fall and

early winter. Student applications for entrance into the ninth grade Pre-AICE and Pre-IB

programs for the following year are collected in February. Applications for both programs

require (1) math and verbal standardized test scores; (2) grade point averages for English, math,

science, and social studies for grades 6, 7, and 8; (3) recommendations from three teachers in the

subjects mentioned above; (4) admissions agreement signed by both student and parent; and (5)

personal data.

AICE also administers an essay test and an Algebra I test. IB requires that applicants submit

statements concerning their involvement in both school and nonschool-related activities,

including leadership roles in clubs, sports, church, and community groups. Applicants are also

asked to state what they can contribute to the IB program and what they expect to gain from it.

In the IB program in Bay County, achievement test scores, teacher recommendations, and

grade reports from 6th, 7th, and 8th grades are combined into a total rating. The combined

scores are ranked and the top students are selected for admission. In Bay County, AICE uses the

following criteria for admission to the program:

• a total battery score of at least the 85th national percentile on the California

Achievement Test (CAT) or equivalent

• a minimum score of 70% on the Algebra I first semester exam


• a 3.0 cumulative grade point average (GPA) from grades 6 and 7 and the first semester

of grade 8

• a minimum grade of C on an essay writing test

• favorable teacher recommendations

• favorable attendance and conduct records

These criteria may differ somewhat in other Florida AICE pilot programs.

Characteristics of the Programs

Characteristic features of the programs were investigated through examination of relevant

documents. These included course syllabi, externally scored examinations administered in

previous years, and informational and promotional literature. Additional information was

obtained by attendance at two teacher training workshops for AICE and one for IB.

History

IB. The IB program grew out of the need to establish a common curriculum and university

entry credential for geographically mobile students and the “hope that a shared academic

experience emphasizing critical thinking and exposure to a variety of viewpoints would foster

tolerance and intercultural understanding among young people” (IBO, 2000a). The program is

available in English, French, and Spanish. The IBO, which administers the program, is a

nonprofit educational foundation based in Switzerland. Founded in the 1960s, IB now has over

1,000 participating schools in 100 countries worldwide. If you would like to visit its Web site,

the address is http://www.ibo.org.

The IB program awards a diploma to each student who meets defined standards and

conditions (IBO, 2000b). The defined standards and conditions include completion of the

required sequence of courses in each of six curriculum groups, the EE, the Theory of Knowledge


(TOK) course, and the CAS requirements. Students also must obtain an acceptable score on an

exam in each of the six curriculum groups.

Students receiving the IB diploma are granted advanced placement and/or course credit at

U.S. institutions. Those who do not receive the diploma, but garner high scores on individual

examinations, may still obtain advanced standing or credit in courses related to the examinations,

just as AP students do.

AICE. The AICE program provides a preuniversity curriculum and examination system

administered by the University of Cambridge. This program is international in scope and

provides syllabi in English, French, German, Spanish, Portuguese, and Arabic. U.S. higher

education admissions administrators have reported that they would grant advanced placement for

applicants with the AICE (Skaggs, 1995). The AICE program has “international credibility as a

university-entrance level qualification” (AICE Office, 1996, p. 11).

Developed in consultation with universities, the AICE program was designed as a school

qualification equivalent to an A Level (the advanced British secondary level) or IB program.

The University of Cambridge Local Examinations Syndicate (UCLES), which administers the

AICE program, is an educational assessment agency and a department of the University of

Cambridge, United Kingdom, with offices in several countries (AICE Office, 1997, p. 3).

Students who satisfy the full requirements of AICE receive a curriculum group certificate

(AICE Office, 1997, p. 4). If students do not complete the full set of group requirements, they

receive an international General Certificate of Education (GCE) Advanced Supplementary (AS)

certificate in individual subjects in which they have been successful. At the present time, AICE

students who wish to receive college credits must use other acceleration mechanisms such as AP

exams.


Focus

Descriptions of the IB and AICE programs express similar intent. Both focus on a balanced

curriculum, assessment, high academic standards, practical real-world applications, and

international perspectives. Both focus on developing higher order thinking skills, including

problem solving and creativity. Table 1 contains information on the focus for each program.

Table 1: IB and AICE Program Focus

IB Program Focus AICE Program Focus The IB mission aims (International Baccalaureate Organisation, 1998, p. 4) • to develop comprehensive and balanced

curricula and challenging assessments • to assist schools in developing individual

talents of young people and to teach them to relate the experience of the classroom to the realities of the world outside

• to emphasize intellectual rigor, high academic standards, international understanding, and responsibility

• to develop critical and compassionate thinkers, lifelong learners, and informed participants in local and world affairs

• to develop consciousness of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life

The IB curriculum includes (http://www.ibo.org/ibo/english/diploma.html) • stimulation of critical reflection upon the

knowledge and experiences gained both in and out of the classroom

• awareness of subjective and ideological biases • ability to undertake original research • opportunity to develop personal modes of

analysis

The AICE program aims (Advanced International Certificate of Education Office, 1996, p. 1) • to provide a broad and balanced preuniversity

qualification • to encourage good teaching practice and

curriculum development • to promote tolerance and understanding

through courses of international relevance • to provide professional assessment of students’

performance and establish objective, internationally recognized standards of attainment

The AICE curriculum encourages (Advanced International Certificate of Education Office, 1996, p. 6) • development of oral, practical, and thinking

skills, as well as the acquisition of knowledge • an investigative approach to learning • use of initiative and creativity in solving

problems • application of skills and understanding • ability to undertake individual research and

work as part of a team

Curricular and Instructional Programs

Curriculum Groups. Table 2 provides a list of the curriculum groups for each program.

Although the number of groups and titles differs, the content is similar. For example, the IB

curriculum has six groups. In this six-group arrangement, the IB program separates mathematics

http://www.ibo.org/ibo/english/diploma.html�


from sciences rather than combining them as in the AICE program, which is separated into three

groups.

The course categories for the AICE and IB programs are similar. For example, Biology,

Chemistry, and Physics are in AICE Group A and IB Group 4; History, Geography, and

Economics fall under AICE Group C and IB Group 3; Environmental Science and Technology

are in AICE Group A and Environmental Systems and Design Technology in IB Group 4;

computing appears in AICE Group A and Computer Science in IB Group 6; Business Studies is

in AICE Group C and Business and Organization in IB Group 3; classic and foreign/modern

languages are in AICE Groups B and C and in IB Groups 1, 2, and 6.

Some differences in the curriculum groups also can be seen in Table 2. For example,

Accounting is in AICE Group C while no similar listing is in the IB program. On the other hand,

the IB curriculum offers courses not listed in the AICE curriculum groups, such as Philosophy,

Psychology, and Social Anthropology—these appear in IB Group 3, but not in the AICE

curriculum groups. Other differences include the listing of Technology in AICE Group A

compared to Information Technology in a Global Society in IB Group 3. History of the Islamic

World appears in IB Group 3 but not explicitly in the history offerings in AICE Group C.


Table 2: IB and AICE Curriculum Groups1

IB Curriculum IB requires at least one subject from each of the six groups.

Group 1—Language A1

first language, including study of selections from world literature

Group 2—Language A2, B, ab initio

second modern language

Group 3—Individuals and Societies History Global History History of the Islamic World2

Philosophy Psychology Social Anthropology Business and Organization Information Technology in a Global Society

Modern American History Geography Economics

Group 4—Experimental Sciences Biology Chemistry—General and Applied Physics

Environmental Systems Design Technology

Group 5—Mathematics Mathematics Advanced Mathematics

Mathematical Studies Mathematical Methods

Group 6—Arts and Electives Second subject from group 2, 3, 4, or 5 Third modern language Art/Design Music Theatre Arts Latin

Computer Science Information Technology Advanced Mathematics (Standard Level) University Calculus 3 and 4 School-Based Syllabus Approved by the IBO Classical Greek

Source: International Baccalaureate Organisation (IBO). Geneva: n.d.; sample IB program from Bay County

1Not all classes are offered in every secondary institution. 2History of the Islamic World was the specialized history class for the 1999 testing year. IB chooses a different part of the world on which to concentrate its history every two years.


Table 2, continued

AICE Curriculum AICE requires five full credits with at least ½ credit from each of the three groups.

Group A—Mathematics and Sciences Biology Chemistry Computing Environmental Science

Mathematics Mathematics: Statistics Further Mathematics Physics Technology

Group B—Languages English (first and second language) Spanish (first and foreign language) Arabic (foreign language)

French (foreign language) German (foreign language) Portuguese (foreign language) Latin Language

Group C—Arts and Humanities Accounting Art and Design Business Studies Economics Social Studies (environmental issues, work, economics)

Geography History The World Since 1945 History: The Alternative Mode Syllabus Music Latin Literature

Source: AICE, An Introduction, 1997; AICE Syllabus Synopsis, 1999; Milwaukee Public Schools, n.d.

The IB program requires at least one subject from each of six groups, with at least three and

no more than four at a higher level. The IB curriculum results in a minimum of six subjects, one

from each group.

In addition to the curriculum requirements, the IB program requires successful completion

of three additional components, which stress both interdisciplinary studies and community

service. The first of these components is the TOK interdisciplinary course, which “seeks to

develop a coherent approach to learning which transcends and unifies the academic subjects and

encourages appreciation of other cultural perspectives” (IBO, 2000b, p. 1). The student takes

TOK in the final year of the IB program. The CAS component requires participation in

community activities such as theater productions, sports events, and community service activities

in an attempt to “educate the whole person” (IBO, 2000b, p. 1). The EE component requires a

candidate to undertake original research and write an essay of 4,000 words on one topic of


special interest chosen from a list of 60 general subjects, acquainting “students with the kind of

independent research and writing skills expected at university” (IBO, 2000b, p. 1).

The AICE program requires five full credits with at least one-half credit from each of three

groups. Although AICE does not promote features similar to TOK, CAS, or EE, the syllabus

materials for different courses include interdisciplinary applications. For example, Chemistry

includes a focus on the beneficial and detrimental effects of scientific applications for the

individual, the community, and the environment (AICE Office, 1999, p. 12). Similarly,

Geography focuses on the understanding of how physical and human processes operate and

interact in different environments (AICE Office, 1999, p. 26), and Physics encourages awareness

of the beneficial and detrimental effects of scientific applications on the individual, the

community, and the environment (AICE Office, 1999, p. 31).

The AICE requirement results in a minimum of three credits and a maximum of five, one

half each from Mathematics and Sciences, Languages, and Arts and Humanities. Students may

choose the other two credits, thereby allowing the curriculum to be tailored to individual

students’ interests, abilities, and future plans (AICE Office, 1997, p. 4).

The AICE program emphasizes a flexible, broad, and balanced curriculum; a variety of

assessment techniques including external marking of examination papers, practical work, and

individual research; a practical curriculum that encourages an independent approach to

education; an international context with content chosen to be of worldwide relevance; and

guidance for the setting and marking of school-based course work (CIE On-Line; AICE Office,

1997). Flexibility of the AICE curriculum can be demonstrated in Table 3 by comparing the

kinds of subject combinations that might be chosen for a sciences specialist and a languages

specialist from each of the three groups as follows (AICE Office, 1997, p. 6):


Table 3: Sample AICE Specializations

AICE Sciences Specialist AICE Languages Specialist Full Credit: Mathematics (Group 1) Further Mathematics (Group 1) Physics (Group 1) Chemistry (Group 1) Half Credit: English (Group 2) Social Studies (Group 3)

Full Credit: Environmental Science (Group 1) English (Group 2) French (Group 2) Spanish (Group 2) Half Credit: School-based language (Group 2) Social Studies (Group 3)

The differences in curriculum requirements between the programs can be attributed to

fundamental differences in pedagogical beliefs. For example, the IB program believes the

science student should be “challenged to learn a foreign language” (IBO, 2000b, p. 2), while the

AICE program believes a “curriculum which forced students to take full credit courses in each of

the subject areas would be unduly restrictive” (AICE Office, 1997, p. 4). IB’s course offerings

in both higher level (HL) and standard level (SL) can be compared to AICE’s full and half

credits, however. HL courses are composed of 240 teaching hours, while AICE full credits have

200. SL courses are made up of 150 hours, with AICE half credits at 100. Thus, the flexibility

offered by the AICE curriculum requirements may also be achieved in the IB program through

the mandatory mixing of HL and SL courses. In addition, IB’s Group 6 is most often fulfilled by

the student through the addition of another course from the first five subjects, enabling the

student who is language gifted, for example, to take a third modern language. The EE and CAS

requirements also allow the student to tailor the program to specific interests while allowing the

program to maintain its ideals of liberal arts education. Examples of possible specializations are

detailed in Table 4.


Table 4: Sample IB Specializations

IB Sciences Specialist IB Languages Specialist IB English SL (Group I) IB Spanish SL (Group II) IB History SL (Group III) IB Biology HL (Group IV) IB Math HL (Group V) IB Chemistry HL (Group VI fulfilled with course from Group IV) TOK CAS requirement: fulfilled by volunteering in local hospital lab EE: Physics applications

IB English HL (Group I) IB Spanish HL (Group II) IB History HL (Group III) IB Biology SL (Group IV) IB Math SL (Group V) IB French HL (Group VI fulfilled with course from Group II) TOK CAS requirement: fulfilled by volunteering with ESL students EE: Spanish Literature

Courses and Prerequisites. Table 5 provides a list of the IB and AICE sample offerings of

courses and prerequisites. For ease of comparison, IB courses are listed next to the AICE courses

for the same subject area. Courses appear in the center columns with prerequisites in the outside

columns.

Both the IB and AICE programs include courses and specified prerequisites for English,

Spanish, Chemistry, Biology, Mathematics, History, Economics, and Art. Courses listed for the

AICE curriculum, but not the IB curriculum, include Latin and Physics. Courses listed for the IB

curriculum, but not the AICE curriculum, include TOK and the sixth subject choices of Music,

Psychology, Theatre Arts, or Second Science.

The IB and AICE listings differ in the titles and emphasis for mathematics and art. The IB

course listing includes Math Studies or Math Methods and Precalculus or Calculus, and the

AICE course listing includes Statistics, Mathematics, and Further Mathematics. The IB course

listing is Art as a possible sixth subject choice, whereas the AICE course listing for Art and

Design includes specialization in two components. It should be noted that some of the courses

listed might not be available at all schools participating in the programs.


Table 5: Sample IB and AICE Courses and Prerequisites IB Courses IB Prerequisites AICE Courses AICE Prerequisites English 11 English 9 English Honors English I and II English 12 English 10 AP English Language

D.E. English Composition Spanish III or IB French Spanish I or French Spanish Spanish I, Spanish II Spanish IV or IB French Spanish II Spanish III, Spanish IV Biology II or Chemistry II Biology I Chemistry Honors Biology

Honors Chemistry Chemistry II

Biology III or IB Chemistry III

Chemistry I Biology

Above plus Honors Anatomy and Physiology

Math Studies or Math Methods

Algebra II Statistics Honors Algebra I Algebra II Honors Geometry

Precalculus or Calculus Geometry Mathematics Above plus Precalculus Math Analysis

Further Mathematics Above plus AICE Mathematics

Theory of Knowledge Inquiry Skills and Practical Key Skills

History of the Americas World History History Honors World History Contemporary History American History I AP American History Sixth Subject Choices Art (2−3 yrs) Art and Design—

specializing in 2 components:

1—Observational Study 2—Interpretative Study 3—Design Study 4—Critical and Historical

Study

Art 2/D Drawing I and II Graphic Design I and II

or Painting I and II

As most sixth subjects are taken as a second course from the other five areas, the prerequisites for the sixth area are the same as are listed above (i.e., if students take French as their sixth subject, they will need French I and II).

5—Craft Study Art 2/D and Art 3/D Drawing I and II Fabrics and Fibers I and

II

Music (2 yrs) Psychology (1 yr) Theatre Arts (2 yrs)

Note to Table 5: IB Prerequisites are listed as Pre-IB courses. AICE Prerequisites are currently listed as Honors courses, with AICE course work listed as AP courses.

Syllabus Content. The content of the syllabus booklets for both programs appears in Table

6 (IBO, 1992, 1996b, 1997a, 1997b, 1998a; AICE Office, 1997, p. 9). The syllabus materials


differ in their focus, however. The IB program syllabus includes more information on how to

teach the subject, whereas the AICE program syllabus is directed toward examination for each

subject. Both syllabi specify aims, objectives, content, and assessment criteria.

Table 6: Syllabus Content

IB AICE • introduction • nature of the subject, a brief overview of the

scope of study • aims, the educational purposes of the course • objectives, the learning outcomes to be

demonstrated on the assessments • syllabus outline, the major parts of the course

of study • syllabus details, detailed information about the

content to be learned • assessment outline, scheme of assessment—

major components and percentage of examination for external assessment and internal assessment

• assessment details, explicit content to be included and performance specifications

• introduction • aims, the educational purposes of the course • domains (assessment objectives), knowledge,

skills, and understanding • curriculum content, explicit identification of

content to be learned, including a core of compulsory content and a range of options of which a certain number must be taught

• scheme of assessment, components of the examination and marks awarded to each component

• grade descriptions, the abilities that must be shown at different grades

A review of the objectives, curricula content, and assessment criteria contained in the

syllabus materials illustrates the comparability of courses for the same subject areas. The greatest

differences appear in the subject of mathematics with thematic organization of the content.

Table 7 compares the subjects of Language A1 and English/First Language Spanish; Language

B/Foreign Language; History; Biology; and Mathematics. While these courses are only a small

sample of the variety of courses offered in both programs, these were studied in detail to get a

picture of syllabic differences in each of the five major learning areas.

Refer to Appendix A for a set of tables with detailed information from each IB and AICE

program syllabus reviewed in this section.


AICE Request for Special Topics Courses

In November 1998, Bay County submitted a request to the Florida Department of Education

for approval of a set of special topics courses designed to meet the needs of the AICE program.

Course descriptions in Science, Social Studies, English, Math, Art-Visual Arts, Computer

Education, and Foreign Languages were submitted. Course requirements included, but were not

limited to, relevant Sunshine State Standards benchmarks. The courses include embedded

assessments and internationally scored end-of-course examinations.


Table 7: Course Summaries

IB AICE LANGUAGE A1 ENGLISH/FIRST LANGUAGE SPANISH The focus of both programs is similar in areas such as literary and creative writing, reading and interpretation of literature, and use of language. The aims and objectives vary in wording, but cover similar territory. For example, the IB program requires independent literary criticism and textual commentary, while the AICE program requires commentary on writing, themes, and literary techniques. Both programs emphasize sensitivity and familiarity with literary works from diverse cultures and languages. Some of the IB and AICE objectives differ in levels of specificity. For example, IB requires candidates to provide precise and relevant examples, while AICE requires candidates to develop and exemplify ideas. This course is designed to develop an appreciation of literature and knowledge of the culture of the student’s own society and other societies. Topics focus on independent literary criticism, expression of ideas and commentary, and knowledge of various works and groups of works.

This course includes opportunities for students to read a wide range of transactional and literary material, to practice writing in different styles, and to develop powers of logical and lateral thought. The syllabus is designed to stimulate effective and appropriate communication in speech and writing.

LANGUAGE B FOREIGN LANGUAGE Both programs address speaking, listening, reading, and writing skills and similar content using slightly different methods. Both programs emphasize development of enjoyment, positive attitudes, and intellectual stimulation for foreign language learning. Both programs emphasize the clear, fluent, accurate, and well-organized expression of messages, ideas, opinions, facts, examples, and perspectives. This program seeks to develop a sound linguistic base for further study, focusing on the use of an appropriate register. In addition, the syllabus seeks to develop insights into the culture of the country studied and has an objective that refers to contacts with the people of the country where the language is spoken.

AICE’s syllabus seeks to develop skills, language, and attitudes for further study, focusing on the use of a variety of registers. Further, the aims include contacts with the culture where the language is spoken.

HISTORY HISTORY Both the IB and AICE programs organize the study of history into major themes. Although the number and wording of themes vary, the content appears to be similar. Both programs focus on independence movements and decolonization. In addition to the major themes, both the IB and AICE programs focus on expressing or explaining causes and effects and continuity and change. This syllabus focuses on the effects of war in the twentieth century, its nature, noncombatants, and the political, social, and economic effects. The IB program refers to the state and its relationship to religion and to the Cold War, ideology, spheres of influence, political, economic, and worldwide responses and developments. Also included are references to minorities and the establishment and work of international organizations. Fundamentally, the IB program focuses on different approaches and interpretations of historical events.

This syllabus focuses on conflict among superpowers, regions, and terrorism. The curriculum refers to ideology and belief concerning communism, capitalism, religion, and nationalism. Also included are references to race relations and international cooperation among world and regional organizations. Fundamentally, the AICE program focuses on the intentions, motives, and beliefs of people, and the relationship of present events to historical roots.


Table 7, continued

IB AICE BIOLOGY BIOLOGY Both the AICE and IB programs organize the study of biology into topic areas and prescribe the content to be covered in detail. Many of the content specifications in both programs cover similar topics such as the understanding and application of biological facts, principles, the scientific method, and experimental and investigative skills. Both programs cover the comparison of different types of observations, the advantages of light and electron microscopes, and practice in making and recording observations, evaluating data, and forming conclusions. Both address topics of global or national contexts, ethical and cultural influences, the impact of biology on the environment, scientific concepts, facts, techniques, terminology, and conventions. Both programs also cover topics such as cell theory, chemistry of life, human health and physiology, systems of classifying diverse species, human physiology and reproduction, control and coordination through the different body systems, and areas for additional specialized study. Both programs also provide a variety of practical activities related to the different topics in each syllabus. Although both programs emphasize the correct and appropriate presentation of scientific information, the IB program specifies the use of forms from the Vade Mecum to record results of a practical scheme of work and that each student must keep a Portfolio of Investigations and a log book. The AICE program requires the presentation of data in tables, graphs, pie charts, bar charts, column graphs, and histograms, but does not explicitly specify the need for a portfolio or log book in the syllabus materials. Biology topics include molecular and cellular biology, genetics and evolution, and organisms. Topics for higher level students include human reproduction, defense against infectious disease, classification and diversity, nerves, muscles, and movement; excretion; and plant science. Standard level options include diet and human nutrition; physiology of exercise; cells; and energy. Other options for both levels include evolution, neurobiology and behavior, applied plant and animal science, ecology and conservation, and further human physiology. This syllabus divides up the study of topics into a core and different levels. The IB program seems to provide greater emphasis on statistical analysis and includes a longer list of practical activities.

Includes well-designed studies of theoretical and practical Biology. Students also will study another topic in more depth, chosen from microbiology and biotechnology, human health and disease, and applied plant and animal biology. The course stimulates interest in the care of the environment and the beneficial and detrimental effects of technology and other applications of Biology on the individual, community, and environment.


Table 7, continued

MATHEMATICS MATHEMATICS The IB and AICE programs organize the study of mathematics differently. The IB program includes Mathematics Standard Level and Mathematics Higher Level. The AICE program includes Mathematics, Further Mathematics, and Mathematics: Statistics. The IB curriculum treats the subject of statistics as a subset within the standard and higher levels of the curriculum, but the AICE curriculum treats it as a separate course. The thematic organization of related topics also varies within these broad course-title differences. The IB and AICE syllabus materials include several similar aims—emphasis on enjoyment and satisfaction from engagement in mathematics, development of levels of confidence, understanding the logical and coherent nature of mathematics, using mathematics as a means of clear communication, and applying mathematics to different situations. For some aims, the wording differs, but express similar intent. IB AICE MATHEMATICS MATHEMATICS The syllabus details in the IB program materials are clearly structured. The amount of information to guide the teaching of mathematics is more extensive than the content of the AICE program. The IB syllabus details are organized into three sets of information for each objective: content, amplifications/exclusions, and teaching notes. In addition to content explanations, these syllabus details point out concepts included in the content and the linkages to make with related concepts and principles. The information in the tables containing these syllabus details in the IB higher level syllabus is identical to information appearing in the standard level syllabus, except for sections related to the topics designated as higher level only. The IB syllabus emphasizes some issues that are not explicitly included in the AICE aims—appreciating the international dimensions of mathematics, the multiplicity of cultural and historical perspectives, and becoming aware of the potential of technological developments. The structure of the syllabus guidelines for the IB program includes a list of topics expected as presumed knowledge (PK)—topics with which students should have familiarity before they take the written papers (examinations). The PK topics appear to be identical for both levels and include topics on number and algebra, geometry, and statistics. The higher level syllabus lists an additional set of presumed skills such as solving linear and quadratic equations and using the concepts of symmetry, reflection, rotation, similarity, and congruence to apply geometric properties.

The AICE syllabus emphasizes some issues that are not explicitly included in the IB aims—the importance of recognizing when and how to represent a situation mathematically, interpreting relevant factors, and selecting appropriate methods to solve situations. In addition to these differences, the AICE program includes aims and objectives explicitly focused on the subject of Statistics. Examples include developing awareness of the errors and uncertainties in statistical data and the need for a critical approach to drawing conclusions along with development of statistical knowledge and applications. Although the IB program includes an option for the study of statistics, it does not explicitly include the same level of detail as the AICE program.


Examinations

Inspection of the IB and AICE examinations shows assessment of similar types of learning

outcomes within the comparable subject areas. The varieties of outcomes assessed include recall

of information or knowledge, recall and application of concepts and procedural knowledge,

application of simple or complex rules, and critical thinking or evaluation.

Both programs have external and internal graded exam components. Within the IB program,

for example, “Conventional external examination techniques are chosen from a range of options:

oral and written, long and short responses, data-based questions, essays, multiple-choice

questions. These are complemented by internal assessment of course work by the teachers

responsible for evaluating students over the two-year period” (IBO, 2000b, p. 3).

The IB sample external examinations for the five standard subject areas contained 96 pages

compared to 28 pages for the AICE sample, yet the total examination time is about the same for

both—between 13 and 14 hours. Although the number of discrete topics and structure of themes

vary, the examinations often sample the same content such as “significance levels” in the IB

examination compared to “significance tests” in AICE. Both sets of examinations contain about

the same emphasis on solving problems. Both also have examinations that focus on the

application of rules to perform calculations or solve equations and separate examinations that

focus more on solving problems.

The IB and AICE external sample examinations differed from each other in several ways.

First, the IB program questions contained three times as many visual representations such as

charts, graphs, and geometric figures. Second, the IB examinations appeared to place greater

emphasis on the display of methods in the working space for answers to questions on

Mathematical Methods, Mathematical Studies, and Higher Level Mathematics. Third, although


both sets of examinations include a variety of formulae or calculations in the questions, the IB

examinations seemed to contain about twice as many, either to convey information about the

questions or to require performance of calculations. Refer to Appendix B for detailed

comparison of examinations.

Grading Systems

The grading systems for both programs are criterion referenced. Student performance on

external examinations is evaluated according to a set of predetermined standards; professional

examiners assign grades.

IB. Student performance in the IB program is evaluated at two levels. Both higher level

(HL) and standard level (SL) subject exams are graded on a seven-point scale:

1. Very Poor 5. Good

2. Poor 6. Very Good

3. Mediocre 7. Excellent

4. Satisfactory

A score of 4 or better results in passing the subject.

TOK and EE are graded on a five-point scale:

A. Excellent D. Mediocre

B. Good E. Elementary

C. Satisfactory

Various combinations of TOK and EE grades yield up to three bonus points. The diploma is

awarded to candidates who earn a total of 24 (out of a possible 45) or more subject exam points

and bonus points and who do not have any excluding conditions. It should be noted that a

student must pass each subject area in order to receive the diploma. Students who do not qualify


for the IB diploma receive certificates for individual subject areas in which they earned a passing

grade, which allows students to apply for advanced credit when they enter a university.

Internal assessment, required for most subjects, is carried out by subject teachers in two

ways: (1) Teachers grade assignments according to criteria specified by the subject syllabus, and

(2) teachers predict the grade that each student will achieve in the forthcoming externally scored

exam. Student grades and predicted scores are submitted to an IB moderator along with a

sample of the work done by several students that has been assessed by teachers. The moderator

checks the sample to insure that the IB criteria have been applied. If not, adjustments are made

to the students’ grades. The student’s final score is a weighted combination of the moderated

teacher grade and the grade on the externally scored exam. In biology, for example, the external

and internal assessment weights are 76% and 24%, respectively (IBO, 1996a).

The state of Florida awards additional funds to IB programs on the basis of examination

scores and receipt of the IB diploma as follows:

• Enrollment in an HL or SL course with an examination score of 4 or higher—.24

additional FTE

• Receipt of the IB diploma—.30 additional FTE

(Bennet, 2000)

AICE. Externally scored AICE examinations are graded on a five-point scale. Points

earned for full and half-credit courses are shown below. A grade of “U” (Ungraded) receives no

points and is not a passing grade:


Full Credit Half Credit

Grade Points Grade Points

A 10 A 5

B 8 B 4

C 6 C 3

D 4 D 2

E 2 E 1

U 0 U 0

The full AICE Certificate is awarded on the basis of five full credits. A maximum number

of 50 points can be awarded. The certificate is awarded at three levels: (1) Distinction, 46 points

or more; (2) Merit, 30–45 points; and (3) Pass 10–29 points. Students who do not qualify for the

full certificate receive an International GCE Advanced Supplementary (AS) certificate that

shows their grades in courses taken and the points they earned.

Most AICE courses include compulsory or optional school-based assessment (course work).

This is any work assigned and graded by the teacher. Course work grades and samples of

student work are sent to Cambridge for moderation by experienced examiners. Advantages of

the course work option are given below:

• it permits the assessment of skills that cannot be tested in a formal written examination;

• it enables teachers to adapt courses to local circumstances and allows students to

develop their own interests;

• it involves teachers in the assessment process, thus enhancing their expertise and

understanding;


• it enhances the overall reliability of the examination by increasing the amount of

assessment, and by testing students in differing contexts.

(AICE Office, 1997, p. 8)

It should be noted that IB’s mandatory internal assessment techniques carry these same

advantages.

Costs3

The underlying intent of the IB and AICE programs as they are implemented in the public

school system in Florida is to offer an advanced quality education to qualified students. Both

programs are funded by the state of Florida through a performance-based funding system.

Florida’s main method of financing the costs of public education is the Florida Educational

Finance Program (FEFP). The FEFP is designed to equitably distribute funds to districts based

on formulas that incorporate student counts, program costs, and the resources of different

districts. The FEFP is based on the annual appropriation each year from the legislature and is

developed through a series of calculations during the year by the Department of Education.

While the process of calculating and determining funds is quite complex, the main components

of the formula are FTEs, program cost factors, base student allocation, and district cost

differentials (Office of Program Policy Analysis and Government Accountability, 1996).

FTE X Program Cost Factors = Weighted FTE (WFTE)

of the IB and AICE Programs

WFTE X Base Student Allocation X District Cost Differential = Base FEFP

3The analysis of costs in this report are based on estimates of the costs associated with running an AICE or IB program at the school level as well as expenditures at the district level using available data. It is difficult to determine costs more precisely than this since no formal cost reporting procedures specific for AICE and IB are implemented other than those for estimating district expenditures. Costs borne by students are also estimated. All costs are annual costs unless specified otherwise.


The primary funding for AICE and IB programs is supplemental FTE revenue.

Supplemental FTE revenue is awarded in addition to the base FEFP funding for each county and

is based on satisfactory student performance on examinations. As discussed previously, it is

earned in the following manner:

AICE Additional FTE IB Additional FTE

Full credit 0.24 Exam 0.24

Half credit 0.12 Diploma 0.30

Certificate 0.30

The AICE program is being piloted in three counties: Bay, St. Johns, and Lake. The Bay

County AICE program has been earning FTE revenue since 1998–99 and in St. Johns County

since 1999–2000; the Lake County program is just beginning and will not earn FTE revenue

until 2000–2001. In 1998–99, the IB and AICE programs in Bay County earned over $130,500

and over $23,000, respectively, in supplemental FTE revenue, while the IB program in St. Johns

County earned over $79,500. In 1999–2000, IB programs in Bay and St. Johns Counties earned

over $243,000 and over $144,800, respectively, while the AICE programs in Bay and St. Johns

Counties earned over $70,500 and $10,600, respectively. In comparing these figures, note again

that AICE, as a pilot program, has a much smaller enrollment than IB and therefore cannot yet

earn the same revenue.

The costs associated with administering IB and AICE programs are similar to other

educational programs and include typical expenses such as personnel, facilities, equipment,

materials and supplies, and miscellaneous costs (such as overhead, clerical support, and postage).

The main differences in cost between the two programs are fees, textbooks and materials, and

teacher/staff training costs.


Fees Charged by IB and AICE Program Offices. Fees for membership and processing

make up a major cost of IB programs. The IBO charges participating institutions several fees

including affiliation, registration, examination, and per capita (IBO, 1998b). Fees vary in these

categories depending upon a student’s status as a “diploma candidate” (senior) or an “anticipated

diploma candidate” (junior). Fees are also higher for diploma candidates (seniors) who take all

six subject examinations in a single session than for those who do not. Thus, per capita fees for

each student are $55 (diploma candidate), $70 (anticipated diploma candidate), or $125 (diploma

candidate, all six subjects in a single session). Similarly, registration fees for examinations are

$20, $45, and $65. A fee of $48 is charged for each subject test, and an additional $30 fee is

charged for the extended essay component. For example, the cost of registration fees per student

for an IB diploma candidate would be $290 for five subjects with one extended essay, and $383

for a diploma candidate who took all six subject exams in a single session. For an IB anticipated

diploma candidate, the cost of registration fees would be $45 for registration and $48 per subject

(for example, $93 for one subject examination). If per capita fees are added, the total cost of fees

per student would be about $350 for a diploma student, $500 for a diploma student with all

exams in a single session, and about $160 for each exam for an anticipated diploma student. See

Appendix C for a listing of fees charged by the IBO.

Table 8 illustrates the cost of registration and per capita fees to the Bay County IB program:


Table 8: IB Registration Fees

1999 Registration Fees for Bay County IB Program Per Capita Fees 61 Diploma Candidates $55 $3,355 60 Anticipated Candidates $70 $4,200

Total Per Capita Fees $7,555

Examination Fees Registration Fees 61 Diploma Candidates $20 $1,220 60 Anticipated Candidates $45 $2,700 Subject Fees 368 HL/SL Subjects $48 $17,664 61 Extended Essay $30 $1,830 Theory of Knowledge (school) $300 $300 Total Examination Fees $23,714 Total Fees $31,269

Source: IB Program Office, Rutherford High School, Bay County School District

Additionally, schools are responsible for a $2,000 affiliation fee and a $7,300 annual

subscription fee. Schools with diploma candidates are also responsible for a fee of $300 for the

TOK component. Schools must also pay $70 for each subject certificate issued. Finally, other

miscellaneous fees are charged for services such as late registration, replacement documents,

early results service, individual school reports, results inquiries, legalization fees, and issue of

results by courier. The annual cost of all fees for a typical school’s IB program in the past has

usually averaged around $45,000 for a program with two IB classes of about 100 students each.

The AICE program has tended to be less expensive than the IB program in regards to fees,

and also for travel/training and textbooks/materials expenses. Representatives of the AICE

program in Cambridge, UK, prepared the following statement regarding AICE fees:

Costs for the AICE comprise a minimal charge for materials, and a fee for submission

of the examinations. At today’s exchange rate, the fee is approximately $47 for each

full-credit course and $24 for each half-credit course. Therefore, for a full course load


of 5 credits the cost per student would be approximately $240 in U.S. dollars. (Skaggs,

1995)

Costs of the AICE program were also estimated to be around $225–$230 per student at the

beginning of the implementation of the pilot program (AICE implementation meeting).

Currently, fees for the AICE program in St. Johns County are estimated to be around $50 per

student per course (Villadoniga, 2000). Thus, fees for the AICE program can currently be

estimated to be around $250 for a full-time student. AICE also charges each program an annual

$600 fee.

Other typical expenses of both programs include personnel (a full-time coordinator and

other program staff), training/travel expenses, additional equipment such as computers and

laboratory supplies, and textbooks and materials. The next two sections discuss these types of

costs in greater detail. Table 9 illustrates typical budget items for an IB program in Florida.

Table 9: Budgeting an IB Program

Category Expenditure Direct Fees to IB Approximately $45,000 Textbooks Additional Textbooks Supplies and Materials Laboratory Equipment, Computers Teacher Pay/Training Travel Costs Coordinator Annual Salary + Benefits Postage and Faxing Approximately $1,300

Source: IB Teacher Training Workshop: Coordination, Florida League of International Baccalaureate Schools

District Costs. AICE and IB program expenditures data for 1998−99 for Bay County

indicate lower overall expenditures for the AICE program compared to the IB program, but a

higher cost per student for the AICE program. The budget categories with the greatest

expenditures for the IB program are dues and fees, personnel, travel, textbooks, and supplies.

For AICE, the greatest expenditures are supplies; other purchased services; textbooks; and

furniture, fixtures, and equipment. Table 10 illustrates these expenditures.


Table 10: District Expenditures for IB and AICE Programs, Bay County, 1998–994

Category

IB AICE Salaries $27,897 $0 Employee Benefits $8,367 $29 Travel $15,000 $2,764 Rentals $0 $752 Repairs/Maintenance $2,516 $0 Communications $2,047 $114 Other Purchased Services $712 $5,181 Supplies $8,498 $9,544 Textbooks $12,933 $3,805 Periodicals $75 $0 AV Materials $0 $428 Furniture, Fixtures, and Equipment $3,177 $5,646 Computer Software $915 $45 Dues and Fees $46,030 $0 Other Personal Services $4,403 $1,140 1.5 Teacher Units $66,702 $66,702 Total Expenditures $199,272 $96,149 Estimated Expenditures per Student $996 $1,201

Source: Budget Office, Bay County School District

Note that Bay County’s IB program had a higher amount of total expenditures at $199,272

compared to $96,149 for AICE, while the AICE program had a higher amount of expenditures

per student at $1,201 compared to $996 for IB. The largest expenditure to the district for both IB

and AICE is the 1.5 teacher unit allocation. This allocation covers the cost of a full-time

program coordinator and other program staff. It is estimated by the district to be $44,468 per

unit (including benefits), for a total of $66,702 for each program.5

It should also be noted that Table 10 lists no expenditures for categories such as salary or

dues/fees for the Bay County AICE program. District and school staff in Bay County indicated

that there were no additional staffing expenditures for the AICE program beyond the teacher

This cost per student of the

AICE program would therefore decrease given a higher student enrollment since the teacher unit

allocation would remain constant regardless of the number of students enrolled.

4The number of students enrolled was estimated at 80 for AICE and 200 for IB. 5The estimate of $66,702 is a conservative one; personnel with extensive experience or advanced degrees may earn a higher salary (Snyder, 2000).


units allocated by the district. In regards to the dues/fees category, during 1998−99, AICE

student exam fees were paid for out of Bay High School’s budget. The district also gave the Bay

High AICE program a start-up loan of $30,000 (Snyder and Reach, 2000).

School Costs. According to staff at the Bay County IB program, there are no outstanding

costs to schools not paid through the FTE allocation, rather there is a net gain of funds to the

school (Brown, 2000). Table 11 shows the typical school-level costs of the IB program in Bay

County.

Table 11: Bay County IB Program Costs

Summary of Estimated Costs of the IB Program at Rutherford High School

Dues and Fees Travel

Personnel Textbooks Computer/Technology Office Expenditures

Total

$58,000 $15,000

$3,000 $7,000 $3,500

$14,000

$100,500

Source: IB Program Office, Rutherford High School, Bay County School District

Table 12 illustrates the breakdown of costs for the 1998–99 school year in Bay County for

the AICE program. Notice that the total expenditures reported for the school were greater than

the FTE revenue. Bay High had a total of $27,260 in AICE expenditures but only $23,090 in

FTE revenue. Moreover, out of this amount, over $8,000 was owed to the district, leaving only

$14,782 in FTE revenue for Bay High. In short, the Bay AICE program expenditures were

greater than revenues. The district, however, also paid for the program coordinator’s position.


Table 12: Bay County AICE Program Costs

Estimated Costs of the AICE Program at Bay High, 1998–99 Expenditures Supplemental Materials (text and videos) $2,589.11 Teacher Training/Staff Development $2,777.74 Field Trips $260.20 Postage $1,361.15 Exam Fees $8,850.89 Office Supplies $285.16 Office Equipment $717.50 Publications (AICE brochure) $291.85 Publications (yearbook, newspaper) $151.60 Miscellaneous $75.00 Clerical (paid through school budget) $9,900.00 Total Expenditures $27,260.00 Revenue FTE Revenue from DOE $23,090.00 Start-up Loan Payment to District ($6,000.00) Overhead Payment to District Office (10%) ($2,308.00) Net Income to BHS from DOE $14,782.00 Net Cost to BHS $12,478.00 Other Program Expenses: 1.5 Teacher Units (paid by District Office) $66,702.27

Source: AICE Program Office, Bay High School, Bay County School District

AICE program staff in St. Johns County also confirmed that not all AICE expenses are paid

for out of the FTE allocation. For example, funds from the school’s AP budget have been used

to pay for both AICE and AP training and supplies in cases of dual usage by both programs.

Student Costs. Compared to the implementation of the IB program in other locations, IB

students in Florida have relatively few monetary costs. In some other states, schools have

charged students for exam, registration, and other fees;6

6 See for example Booker T. Washington High School in Tulsa, OK, at http://www.btwhs.org/ib/costs.htm, and North Canyon High School in Phoenix, AZ, at http://www.pvusd.k12.az.us/news/IB/ibhome.htm

while in Florida, students are not held

responsible for paying the fees associated with the program. The only costs that students and


their families in both the IB and AICE programs in Florida are responsible for are field trips

(which are not mandatory). However, it should be remembered that the cost of field trips is a

common expense for many students and their families outside of either IB or AICE. IB and

AICE participants may even have an advantage in this regard, as some schools have set up fund-

raising organizations unique for each program. The AICE Parent Association at Bay High

School, for example, uses several fund-raising strategies to meet additional costs, including sales

of goods such as candy and candles, garage sales, a “pancake supper,” and services volunteered

for donations.

Objective One Summary

The IB and AICE programs are designed for secondary students “to shorten the time

necessary for a student to complete the requirements associated with the conference of a degree,

broaden the scope of curricular options available to students, or increase the depth of study

available for a particular subject” (F.S. 240.116 [1]).

The IB program was implemented in Florida at least as early as 1983 and currently is in

operation in approximately 40 high schools. The AICE is currently being piloted in three Florida

Counties. The purpose of Objective One of this report was to contrast the two programs in terms

of requirements of school personnel and students; differences in program content; and relative

costs of the programs for districts, schools, and students.

Both programs require individual schools to submit formal applications to offer the program.

A site visit is made to the applicant school by relevant program personnel if the application is

satisfactory. The IB requires a one-time affiliation fee of $2,000 and an annual subscription fee

of $7,300; an annually renewable fee of $600 must accompany the AICE application.


Both programs recruit students from the district middle schools in the fall and early winter

for the ninth and tenth grade preprogram years. The two-year full program curriculum begins in

eleventh grade. Students’ applications for both programs require (1) math and reading

standardized achievement test scores; (2) grade point averages; (3) recommendations from three

teachers; (4) admissions agreement signed by both students and parents; and (5) personal data.

Both IB and AICE present well-balanced curricula, high academic standards, practical real-


order thinking skills, including problem solving and creativity.

The IB curriculum is made up of six groups: (Group 1) Language A1—first language;

(Group 2) Language A1—second language; (Group 3) Individuals and Societies; (Group 4)

Experimental Sciences; (Group 5) Mathematics; and (Group 6) Arts and Electives. The AICE

curriculum is divided into three groups: (Group A) Mathematics and Science; (Group B)

Languages; and (Group C) Arts and Humanities.

A comprehensive assessment of five core subjects determines that IB consistently offers

more detail in its syllabus and demands more detail in its exams. For example, mathematics is

graded on both the answer and the calculations used to arrive at that answer. The main

difference between the two programs lies not in their syllabi, but in their application of the

curricula. That is, IB students must take a wider variety of core courses; while it is possible to

go through the AICE curriculum without having taken a second language or a science, only 1/2

credit must be taken from each of the three broad groups.

Both programs allude to their interdisciplinary qualities and their worldwide applications.

AICE cites flexibility as its great strength, yet there are limitations in specific secondary school


offerings. It is also possible to have flexibility in the IB program, although it is a pedagogical

aim of the IB program to produce students who have been challenged in a variety of subjects.

The IB program has three unique components: CAS, TOK, and EE. These requirements

encourage interdisciplinary work and allow for a certain flexibility in the ability to specialize

one’s research.

The grading systems for both programs are criterion referenced. IB external examinations

are graded on a seven-point scale. TOK and the EE are graded on a five-point scale. AICE

exams are graded on a five-point scale. A sixth category is reserved for papers that earn no

credit. Both programs use internal and external grading procedures to insure fairness in the

quantification of the challenges of the programs. In addition to fulfilling auxiliary requirements

and passing all exams, IB students must make 24 out of 45 possible points to garner a diploma.

AICE students must pass all exams and gain at least 10 out of 50 points to obtain a certificate.

During these pilot program years, AICE students took both AICE and AP exams in an attempt to

garner college credit.

Both programs earn supplemental FTE revenue based on satisfactory student performance

on external examinations. In 1999−2000, IB programs in Bay and St. Johns Counties earned

over $243,000 and $144,800, respectively, while AICE programs in those counties earned over

$70,000 and $10,600, respectively. Because of its pilot status, AICE has a much smaller

enrollment than IB and cannot yet earn as much revenue. Examination and other fees charged by

the IB program exceed $500 per student while AICE charges approximately $250 for each full-

time student. District and school program costs for IB are completely paid for by earned

supplemental FTE revenue. AICE supplemental revenue does not cover all district and school

program costs because of smaller enrollments. Program costs to students in both programs are


minimal. Almost all of these costs are met by fund-raising events sponsored by program parent

associations and other private sources.

A comparison of the programs by cost is challenging, as AICE is only a pilot program. That

is to say, a cost per student analysis in any given school factors in only approximately 80

students in an AICE program compared to an estimated 200 in IB. Though IB tends to be a more

expensive program in terms of annual fees, textbooks, and training, AICE currently has a higher

cost per student amount due to their lower numbers. Further, at the present time, AICE’s

expenditures are higher than their performance-based FTE revenues.


OBJECTIVE TWO: STUDENT, PARENT, AND

TEACHER SATISFACTION

The goal of Objective Two was to examine the satisfaction level of students and parents and

to examine teachers’ attitudes about the programs. These questions were addressed first through

a review of literature relating to IB and AICE participant satisfaction and through a survey of

students, graduated students, parents, and teachers.

Studies on IB and AICE Satisfaction

Only one study was located that dealt with the issue of student and faculty satisfaction.

Thomas (1987) surveyed both IB diploma holders who were enrolled in several universities and

university faculty to determine their attitudes concerning the IB program as preparation for the

university. Questionnaires were sent to universities in the United States, Britain, and Canada.

Each university was asked to distribute them to three students and three teachers. Usable data

were obtained from 71 students and 53 faculty members in 48 universities (22 from the US, 21

from the UK, and 5 from Canada).

Table 13 shows the ratings of the 71 students for items related to the value of the IB

program for preparation for university studies.


Table 13: Ranking of Distinctive Features of the IB Program as Valuable Preparation for Studies (by % of response)

Feature Excellent Good Useful Little Value

No Value

Programme as a general preparation

64 12 4 — —

For one’s special field of study 18 45 25 12 — Insistence on foreign language 38 23 23 12 4 Insistence on mathematics 40 21 25 8 6 Extended essay 42 28 16 11 3 Theory of knowledge 15 19 36 17 13 Guided course work 26 42 18 14 — Range of tests 23 40 29 6 2 CAS activities 23 23 28 18 11 Emphasis on internationalism 45 28 16 4 7

Source: Thomas, 1987, Annex 10

Thomas (1987) included the following comments in his discussion of the results of objective

and open-ended items:

Students can be judged to have thought that their IB programme placed them at an

advantage for their university studies. The most frequently mentioned aspects were the

breadth of the programme allowing them a wide range of options at university, the sense of

discipline instilled, the study habits and skills encouraged, the emphasis on essay writing

and the research skills heightened by the extended essay. (p. 7)

Following the expression of general satisfaction, there is evidence of lack of

appreciation of the usefulness of a foreign language and the insistence on mathematics.

The least appreciated was the Theory of Knowledge component upon which many

students commented about their vagueness of its aims and the general low level of

instruction (in comparison with other disciplinary areas). Likewise the CAS activities

were lowly ranked especially by students coming from state schools where these seem

to be given scant attention. (p. 7)


Table 14 shows the ratings of the 53 university faculty members for items related to the

value of the IB program as preparation for university studies. Thirty-nine of the respondents

were from the UK, seven from Canada, and five from the US. Two were from other nations.

Thirty-two percent were from science departments and 30% were from social sciences.

Thomas (1987) found that most faculty had known of the IB program for 5 to 10 years.

However, most of them had not had contact with more than a “handful” of IB students and felt ill

prepared to respond to the questionnaire meaningfully.

Again, faculty expressed reticence to base opinions on such a small sample. Rankings

in general are above average, with the only surprises coming in the low registration over

the value of having a good command of a foreign language, evidence of work in the

social services and of artistic tendencies. (p. 11)

Table 14: Ranking of Distinctive Features of the IB (% of distribution) Feature Excellent Good Average Low

Value No

Value As a 6 subject programme 25 65 10 — — For own discipline the insistence on foreign language

14 35 26 14 11

Insistence on maths 44 36 18 2 — Evidence of internationalism 18 45 27 5 5 Open-mindedness 30 43 19 2 — Research skills 21 51 26 — 2 Writing skills 24 51 20 5 — Oral expression 30 45 25 — — Evidence of artistic appreciation 15 20 38 27 2 Social service 13 41 26 18 2

Source: Thomas, 1987, Annex 11

Survey Instruments

From the fall of 1998 through the spring of 2000, a series of mail-out survey instruments

were developed to receive feedback from current students, graduated students, parents, and

teachers of the AICE and IB programs. Only the IB and AICE programs in Bay, St. Johns, and


Lake Counties were included in this study. Although there are several other schools in the state

that have IB programs, these locations were chosen because the AICE program is being piloted

only in these counties. The diploma award rates for the Bay County IB program in 1998–99 was

28% and for 1999–2000 was 66%. The diploma rate for the St. Johns County for 1998–99 was

90% and for 1999–2000 was 59%. The statewide IB diploma rate for 1998–99 was 76%. The

1999–2000 diploma rate was not available at the time of this study (Personal Communication,

Karen Bennett, Florida Department of Education, August 31, 2000). The use of IB programs at

schools in other counties for comparison with the AICE programs could have introduced

population characteristics not present among students of Bay, St. Johns, and Lake Counties. At

the time of this study, Lake County’s AICE program was just beginning. It did not begin until

fall of 1999 and was only offering courses in Math and English. Lake County also did not have

an IB program. It was decided that the IB program in St. Johns County’s would be the most

comparable IB program for Lake County’s AICE program.

Survey instruments were developed by project staff at the Educational Services Program

(ESP). Information relevant to survey development was obtained from the review of literature

and from AICE and IB program staffs. In order to develop comprehensive and valid survey

instruments, however, a preliminary open-ended survey was designed. Feedback to the drafted

open-ended survey was solicited from the IB and AICE coordinators at Bay County. The open-

ended surveys were sent to AICE and IB students in Bay and St. Johns Counties in 1998–99.

This survey explored student and parent perspectives on the respective programs. In the open-

ended survey, in addition to a few demographic questions (gender and grade level), students

were asked to provide comments regarding their reasons for participating in IB or AICE,


strengths and weaknesses of the programs, and changes needed in the programs. Parents were

also asked to provide any comments about the programs on a form provided.

The results of the open-ended survey were analyzed and used in development of the final

survey instruments for students, graduated students, and teachers. Below are brief descriptions

of the contents of each survey instrument:

Current Student Survey

The current student survey for both programs was based on responses from the earlier 1998

and 1999 surveys. Students were asked to use a “Strongly Agree”—“Strongly Disagree” scale to

respond to statements regarding issues including the program learning environment, quality of

teachers and other program staff, difficulty level of academic workload, course content, program

requirements, academic honesty and student discipline, present and future benefits, and effects of

program participation on other student activities. The IB survey also asked for students’

opinions regarding the CAS, TOK, and EE requirements. Recipients of both surveys were also

asked to list any changes that they felt would improve the program. See Appendix D for a copy

of the surveys.

Graduated Student Survey

Three different survey instruments were developed for the population of graduated students.

One survey was developed for IB students in Bay and St. Johns Counties and one for the AICE

graduated students in Bay County. A third survey was developed for the AICE graduated

students in St. Johns County. Development of a specific survey for graduates of the St. Johns

County AICE program was due to the fact that the program began in the fall of 1998 and was

only offering one course (English).


The graduated student survey solicited demographic information (gender and age). In

addition, recipients were asked specific question about age at time of graduation, type of diploma

received, name of college or university attended, other postsecondary activities, college GPA,

field of studies, the number of courses for which they received college credit, and interaction

with other program students. The recipients were also asked to rate different features of the two

programs on a five-point scale (Excellent—No Value) similar to that used by Thomas (1987).

Finally, the recipients were asked if they would recommend the program to other school

students, if they benefited from participation in the program, their opinions concerning social

interaction while in the program, difficulties in obtaining college credit, and any additional

comments concerning their post high school experience as related to the program participation.

For the AICE survey in St. Johns County, all questions relating to the AICE certificate, program

benefits, social interaction with other students, and ratings of the program features were deleted.

See Appendix D for a copy of the surveys.

Parents’ Comments Form

Each student survey (current and graduated) package contained a one-page form for parents

to list their feelings or experiences regarding the AICE and IB programs. See Appendix D for a

copy of the form.

Teacher Survey

Teachers were asked a series of questions regarding their professional backgrounds and

years of teaching experience. Teachers were also asked to indicate their teaching specializations,

particularly in regards to IB, AICE, AP, and Honors classes. AICE teachers were also asked to

describe any experience they had had with AICE distance training. Teachers of both programs

were then asked to use a “Strongly Agree”—“Strongly Disagree” scale to respond to statements


regarding issues such as program quality, college preparation, adequacy for exceptional students

and minority students, and organization; student morale, stress levels, and student retention; and

materials, exams, and class size, IB teachers were also asked about their opinions regarding

CAS, TOK, and other aspects of the IB program. See Appendix D for a copy of the surveys.

Survey Dissemination

During February, March, and April of 2000, all surveys were sent to recipients. The entire

populations for each survey instrument in each county were surveyed. These numbers are

displayed in Table 15. The names and addresses of these subjects were obtained from AICE and

IB program staff, except for current students and graduated students in Bay County. Due to

mandated county procedures, AICE and IB program staff in Bay County were not allowed to

release contact information for current and graduated students. ESP prepared survey packages

and delivered them to Bay County AICE and IB program coordinators who then mailed them to

participating students. All surveys for St. Johns and Lake Counties, however, were prepared and

mailed directly by ESP to survey recipients in those counties.

Table 15: Survey Dissemination

Program Number of Students Number of Teachers Number of Graduated Students

Bay County AICE Program IB Program

170 300

12 22

30 63

St. Johns County AICE Program IB Program

132 260

25 24

14 29

Lake County AICE Program

24

N/A

N/A

Each survey was packaged together with an appropriate cover letter. Survey recipients were

informed in cover letters that all information would be kept confidential and that no names or

other means of identification would be used (similar notification was included in the instructions


on each survey instrument). Recipients were asked to return completed surveys using an

enclosed postage-paid business reply envelope.

Current and graduated student survey packages for both programs also included the Parents’

Comments form. These packages were addressed to the parents of these students. In the cover

letters, parents were first given a brief description of the study. They were then encouraged to

review the enclosed survey and were requested, if they had no objections, to give it to their child

to complete.

About two weeks after the dissemination of each survey, follow-up letters were sent to each

survey recipient to remind him or her about participating in the study if they had not already

completed and returned their survey. The follow-up letters also informed recipients of a phone

number that they could call if they needed more materials or if they had questions about the

project.

Response Rates

A total of 1,081 surveys were disseminated. Of these, 26 were returned by the post office as

undeliverable due to incorrect addresses. A total of 357 were completed by recipients and were

returned, for an overall response rate of 33.7%.

The only addresses available for surveying graduated students were parents’ addresses. The

initial survey of graduated students generated low response rates (19.1% for IB and 13.6% for

AICE), most likely due to the fact that many graduated students are college students and do not

live with their parents (although cover letters for these surveys did ask parents to encourage their

child’s participation in the survey even if they were not living at home). In order to increase the

rate of return, graduated student surveys were re-disseminated in August 2000, a time that many

students might be staying with their parents for the summer. A cover letter with detailed


instructions was included with these survey packages. Parents were first instructed to disregard

the package if they and their child had already completed a graduated student survey in the

spring of 2000. If their child was with them, they were asked to give the survey to their child

and encourage him or her to complete and return it. If their child was not living with them, they

were asked to provide the student’s address or e-mail on an enclosed form and return it. If they

did not feel comfortable providing us with their student’s contact information, they were asked to

contact their child, obtain responses to each item, complete the survey, and return it.

The responses for the August dissemination of the graduated student surveys increased the

response rates somewhat. Nine surveys were completed and returned (5 AICE and 4 IB). Only

1 parent responded to our request for student contact information. As a result, the recalculated

response rates for IB graduates was 22.8% and 25% for AICE. See Table 16 for more details

about response rates of individual surveys.

Table 16: Survey Response Rates

Survey Sent Undeliverable Received Response Rate AICE Students 302 8 118 40.1% IB Students 560 10 159 28.9% AICE Teachers 37 0 30 81.1% IB Teachers 46 0 27 58.7% AICE Grads 44 3 11 25% IB Grads 92 5 21 22.8% Total 1,081 26 366 33.9%

Findings

In this section, survey findings are reported by program (IB or AICE) and by survey

category (current students, graduated students, teachers, and parents). Comparisons between IB

and AICE responses for each survey item are presented but are only discussed for items that have

a 10% or greater difference in responses. It should be noted that not every respondent answered


every item. Thus, the statistics reported in this section are based on the actual number of

responses given for each item.

Current Students Survey

The majority of students from both programs appeared to be generally satisfied with their

experiences. For example, if “Strongly Agree” and “Agree” responses are combined, 82% of

AICE respondents and 91% of IB respondents agreed with the statement “participation in the

[IB/AICE] program is good preparation for college.” Similarly, 84% of AICE respondents and

88% of IB respondents agreed with the statement “participation in the [IB/AICE] program

should help me get a college scholarship,” while 74% of AICE respondents and 87% of IB

respondents agreed with the statement “participation in the [IB/AICE] program lets me challenge

myself to do my best work.” Table 17 provides a summary of responses received for each scaled

item.


Table 17: Student Satisfaction (IB N=159, AICE N=118)

(SA=Strongly Agree; A=Agree; U=Undecided; D=Disagree; SD=Strongly Disagree; DK=Do Not Know) Statement

SA %

A %

U %

D %

SD %

DK %

The program conveys a friendly, helpful atmosphere. IB AICE

29 44

55 44

10 7

5 3

1 1

2 1

The coordinator has helped me understand the program and how it can help me reach my goals. IB AICE

30 45

37 34

9 12

16 6

4 3

4 1

Teachers in the program are skillful and knowledgeable in their subject areas. IB AICE

48 41

39 47

8 9

4 3

0 1

1 1

Guidance counselors in the program are well qualified. IB AICE

22 42

37 25

12 14

9 3

2 2

18 15

My guidance counselor has helped me select my courses and plan for college. IB AICE

17 31

30 25

16 16

18 13

10 9

10 7

The program should provide students more time for conferences with teachers and guidance counselors. IB AICE

19 23

33 29

25 18

17 24

1 3

5 4

Courses in the program are harder and more demanding than regular courses. IB AICE

73 42

23 38

2 5

0 9

0 4

2 2

There are not enough course options in the program. IB AICE

23 20

29 20

22 17

20 36

3 5

4 3

The content of some courses is of no value to me. IB AICE

13 15

30 20

15 22

27 25

10 14

4 3

Students in the program all obey the honor code/rules in the student handbook and the county code of conduct. IB AICE

4 11

21 23

8 13

39 33

22 12

6 9

The program should have better discipline and safeguards against cheating. IB AICE

13 9

24 20

22 22

30 32

7 11

4 5

Participation in the program lets me challenge myself to do my best work. IB AICE

39 36

48 38

9 9

4 10

1 4

1 3

Participation in the program is good preparation for college. IB AICE

67 43

24 39

6 8

1 3

0 2

2 5


Table 17, continued

Statement

SA %

A %

U %

D %

SD %

DK %

Participation in the program should help me get a college scholarship. IB AICE

63 57

25 27

4 6

2 3

1 2

6 5

I expect to get the diploma/certificate when I graduate. IB AICE

41 42

28 24

16 17

5 7

1 3

10 8

I expect to get college credit for some of the program courses. IB AICE

54 64

34 24

4 4

1 3

1 2

6 3

My family is happy about my participation in the program. IB AICE

61 62

28 28

5 6

3 1

1 2

3 1

Too much work is expected from students in the program. IB AICE

16 14

24 14

23 24

28 36

6 12

2 0

I sometimes find participation in the program very stressful. IB AICE

47 26

37 43

8 10

6 15

1 4

1 1

There are not enough group activities for students. IB AICE

11 16

31 20

20 23

29 28

4 8

6 6

I am exposed to new people and ideas in the program. IB AICE

21 20

44 42

14 14

14 16

7 8

1 1

Participation in the program makes it difficult for students to mingle with students outside the program. IB AICE

28 16

34 16

6 9

23 36

9 25

0 0

Participation in the program has not interfered with my taking part in extracurricular activities. IB AICE

14 26

39 33

10 9

24 19

11 13

2 2

Participation in the program has not interfered with my having a job. IB AICE

7 14

12 17

7 9

18 12

10 13

47 35

Some students do not participate in the program due to the high cost of field trips, projects that require special books, a computer, etc. IB AICE

3 2

4 7

5 4

31 28

36 39

22 20

Note: Percentages may not add up to 100% due to rounding error.


There were noticeable differences between the responses of IB and AICE participants for

several items. When “Strongly Agree” (SA) and “Agree” (A) responses were combined, the

following items had differences of 10% or greater.

• The [IB/AICE] coordinator has helped me understand the program and how it can help

me reach my goals.

Although 79% of AICE respondents felt that the program coordinator had been

helpful, only 67% of IB respondents did. The difference in responses to this

item may be attributable to the higher workload of IB coordinators compared

to AICE coordinators in terms of the numbers of students.

• Courses in the [IB/AICE] program are harder and more demanding than regular

courses.

Although the majority of respondents from both programs responded

affirmatively concerning this statement, more IB respondents (96%) than

AICE respondents (80%) felt that their courses were harder and more

demanding than regular classes.

• There are not enough course options in the [IB/AICE] program.

While about half (52%) of IB respondents felt that there were not enough

course options for them, only 40% of AICE respondents did.

• Participation in the [IB/AICE] program lets me challenge myself to do my best work.

A higher percentage of IB respondents (87%) than AICE respondents (74%)

reported that the program challenged them to do their best work.


• Too much work is expected from students in the [IB/AICE] program.

Although less than half of respondents from each group agreed with this

statement, a higher percentage of IB respondents (40%) than AICE

respondents (28%) felt that too much work was expected from them.

• I sometimes find participation in the [IB/AICE] program very stressful.

Eighty-four percent of IB respondents felt that the program was very stressful,

and 69% AICE respondents did.

• Participation in the program makes it difficult for [IB/AICE] students to mingle with

students outside the program.

Slightly less than a third (32%) of AICE respondents agreed with this

statement, but more than half (62%) of IB respondents did. The disagreement

among many AICE respondents with this statement may be due to the fact that

most AICE students attend AP and other classes and interact with students not

in the AICE program, while typically IB students do not interact with non-IB

students.

• Participation in the [IB/AICE] program has not interfered with me having a job.

Almost half of IB respondents (47%) and a third of AICE respondents (35%)

checked “don’t know” for this statement, and many students reported that they

have not worked while in the programs. Of the remaining students who did

express an opinion regarding this statement, more than a third of IB

respondents (35%) and almost half of AICE respondents (48%) agreed that the

program had not interfered with them having a job.


An additional series of questions were included on the IB student survey to assess students’

opinions regarding the CAS, TOK, and EE requirements. Thomas’ (1987) study and our initial

open-ended survey indicated that many students were uncertain of the value of these

requirements. Table 18 summarizes the responses to these items.

Table 18: IB Students’ Responses Regarding the CAS, TOK, and EE Requirements

Survey Item SA %

A %

U %

D %

SD %

DK %

The Creativity, Action, Service (CAS) requirement is a beneficial part of the IB program.

19

33

15

7

6

21

CAS hours take up too much time. 11 15 12 28 11 24 I find the Theory of Knowledge (TOK) course to be of great value.

12

11

11

1

1

64

I find the Extended Essay requirement to be of great value. 9 15 16 10 4 46

Note that a large percentage of IB students responded “don’t know” to the questions

concerning the TOK and EE requirements. These responses could be due to the fact that

respondents have not yet had these requirements. The data indicate that most respondents

recognize the merit of these requirements. Less than 15 percent of respondents disagreed with

statements concerning the value of CAS and EE as beneficial components of the program. Only

two percent disagreed with the statement concerning the value of the TOK course.

Two multiple-response items were included on both student surveys to explore how students

felt about their ability to participate in extracurricular activities and whether or not they felt they

had improved themselves due to participation in either program. Table 19 reports responses

received for these two items.


Table 19: Students’ Responses Regarding Participation in Extracurricular Activities and Personal Improvement Due to Program Participation

Statement Percent Check the reasons, if any, that the program has interfered with your participation in extracurricular activities.

1. I have too little time left after homework. IB AICE

57 35

2. The program schedule conflicts with activity schedules. IB AICE

9

12 3. The program administrators discourage participation in most nonprogram activities. IB AICE

3 2

4. Other. IB AICE

23 18

Statement Percent Check the ways, if any, that participation in the program has helped you improve. 1. My study skills are better. IB AICE

58 49

2. I organize and manage my time better. IB AICE

54 51

3. I am interested in things I didn’t know about before I entered the program. IB AICE

46 40

4. I am better able to separate factual information from material designed to persuade me. IB AICE

38 31

5. Other. IB AICE

25 20

Only one item, “I have too little time left after homework,” had a significant discrepancy

between IB and AICE respondents. More IB respondents (57%) than AICE respondents (35%)

felt that they did not have time left after homework. Although several respondents from both

groups reported that they did not have enough free time, there was a high rate of involvement in

extracurricular activities. Out of 159 respondents to the IB Student Survey, 132 listed an average

of three extracurricular activities such as sports; academic, social, and artistic clubs; church-


related activities; and jobs. Among AICE respondents, 106 out of 118 total respondents listed

involvement in an average of three or more extracurricular activities.

In addition to the categories listed in Table 19, respondents listed a variety of other reasons

why their participation in IB/AICE has interfered with extracurricular activity participation.

Twenty-one IB respondents said that they could not participate in extracurricular activities due to

course workloads, and 10 mentioned stress-related difficulties. Other reasons given by IB

respondents were lack of support from teachers and staff (2), job schedule (1), and the CAS

requirement (1). Twenty AICE respondents listed course workloads, and 4 mentioned class

schedule conflicts. Other reasons given by AICE respondents for not participating in

extracurricular activities included stress (3), lack of support from teachers and staff (2), and lack

of transportation (1).

In addition to the items listed in Table 19, respondents listed a number of reasons why or

why not participation in IB or AICE has helped them improve. Although many of these

responses contained remarks that fit into the categories listed in the previous table, there were

several responses that provided additional information. These comments are summarized in

Table 20.


Table 20: Respondents' Opinions Regarding Personal Improvement Due to Program Participation

Reason IB Respondents (N=159) AICE Respondents (N=118) Frequency Percent Frequency Percent

The program is challenging. 9 6 11 9 I have learned to be more efficient. 5 3 3 3 I have learned leadership skills. 5 3 2 2 I am more prepared for college. 4 3 3 3 Subjects are taught in greater detail than in regular classes.

4

3

0

0

I have met new friends. 3 2 2 2 I have learned to see things from new perspectives.

2

1

3 3

The program’s field trips are beneficial. 1 Less than 1% 0 0 High quality of teachers. 1 Less than 1% 1 Less than 1% The program is motivating. 1 Less than 1% 2 2 I have learned how to write better. 1 Less than 1% 0 0 I have learned stress management. 1 Less than 1% 0 0 Negative comments about the program. 4 3 1 Less than 1%

Some of the responses to this question include the following (all comments are direct

quotes; no corrections have been made for spelling or grammar):

• It has helped me understand that greatness takes hard work. [AICE respondent]

• It has helped me plan my future better. [AICE respondent]

• It has given me a very competitive peer group to keep goals high and performance high.

[AICE respondent]

• I have learned to ask better questions. [AICE respondent]

• I have a broader view of things. [AICE respondent]

• I have learned more things in more detail than a standard student would be able to.

[IB respondent]

• I have learned to do things right, the first time. [IB respondent]

• I am more motivated; a more well rounded student. [IB respondent]


• I’m now a more decisive person and I’m not afraid to voice my opinions. [IB

respondent]

• I have learned how to ask for help. [IB respondent]

The final question on each student survey asked survey recipients to list any changes to the

IB and AICE programs that they would like to see. Respondents listed a variety of items

summarized in Tables 21 and 22. Note that for both programs concerns regarding course

options/program flexibility and teacher-student communication were at the top of the list.

Table 21: IB Respondents' (N=159) Opinions Regarding Program Changes

Response Frequency Percent Better teacher-student communication regarding program requirements 20 13 More course options/flexibility in selection 18 11 Less work 17 11 More qualified teachers 14 9 More interaction with other students 13 8 Satisfied, no changes 10 6 Better guidance regarding CAS/TOK/Essay requirements 9 6 Less stress 8 5 More field trips 8 5 More foreign language course options 8 5 More elective course options 8 5 More college preparation activities 8 5 More punishments for cheating 8 5 More variety of students 4 3 Smaller classes 3 2 More qualified students 3 2 Need information/handbook 3 2 More qualified counselors and more interaction with counselors 2 1 More equipment/supplies 1 Less than 1% Study skills/time management training 1 Less than 1%


Table 22: AICE Respondents' (N=118) Opinions Regarding Program Changes Response Frequency Percent More course options/flexibility in selection 20 17 Better teacher-student communication regarding requirements 7 6 Exemption from basic courses (P.E., LMS, etc.) and schoolwide functions 6 5 More interaction with other students 6 5 More positive reinforcement/rewards 6 5 University acceptance/college prep 5 4 More elective course options 5 4 Teacher/staff qualifications 5 4 Less work 5 4 Lower workload for summer classes 4 3 Need information/handbook 4 3 More field trips 4 3 More qualified counselors and more interaction with counselors 3 2 Teacher-teacher communication 3 2 Double math requirement in same year7 3 2 Dual exam requirement8 3 2 Less stress 3 2 Satisfied, no change 2 1 Smaller classes 2 1 More teachers 2 1 More parent involvement 2 1 More foreign language course options 1 Less than 1% More qualified students 1 Less than 1% More fund-raisers 1 Less than 1% Program orientation (like Pre-IB) 1 Less than 1% Peer tutoring 1 Less than 1%

The following are some of the responses received for these questions:

• I think my school has one of the best IB programs in the country. [IB respondent]

• I think it is a good program the way it is. There is not much of anything I can think of

that I would change. [IB respondent]

• I would like to see a more relaxed, comfortable atmosphere that could still prepare me

for college and my career. [IB respondent]

7Many students reported that their school’s AICE program necessitated taking two higher-level math classes in the same year. All respondents who commented on this issue wanted this changed. 8As AICE exams are not accepted at any U.S. institution besides the University of Florida, AICE students must take both AICE and AP exams in order to receive college credit. All students who commented believe this adversely affects their performance on both exams.


• More communication between teachers so that students are not overwhelmed with work

at times. [IB respondent]

• Harder consequences for those students caught cheating. [IB respondent]

• I would like to see more classwork and less homework. [IB respondent]

• There should be a better selection process for the students entering the program. [IB

respondent]

• More interaction with non-IB students. I feel that some students have no lives outside of

IB. [IB respondent]

• I would like to see every college accept it. More class choices. A Pre-AICE program to

prepare Freshmen and Sophomores for the program like what IB does. More teachers.

More course options. [AICE respondent]

• I would like to see less summer reading. [AICE respondent]

• I’m content with the way that the programs organized now. I see no need for

change. . . . [AICE respondent]

• More chances to “mingle” w/kids outside AICE. [AICE respondent]

• Maybe to allow the course requirements to be a bit more flexible. Such as in 10th grade

where 2 math classes are required. [AICE respondent]

• I would really like it if the AICE program provided positive reinforcement because

every two weeks they send home progress reports to show how bad you are doing in

your classes. . . . [AICE respondent]

• I would like to see more classes offered, as well as, more minorities recruited into the

program. [AICE respondent]


Parents’ Comments

Each student survey package included a one-page form asking parents to provide any

comments they had about the IB or AICE program. Most parents who provided comments

expressed overall satisfaction with each program. Most also discussed areas or aspects of the

program that they thought needed improvement. The content of parents’ comments are

summarized in Tables 23 and 24.

Table 23: Comments from Parents of Current IB Students

Response Frequency Satisfied comments Students are challenged 13 Excellent college prep 9 Has qualified teachers 5 Strong curriculum 4 Student grading 4 College credit 2 CAS 2 Increases student confidence 2 Newsletter 1 Sets goals 1 Teacher/student interaction 1 Private school quality education 1 Boosters club 1 Learning community 1 Criticisms Students are stressed/overworked 9 More qualified teachers 9 More qualified counselors 5 CAS not properly administered 5 Course options/choices 4 Need more interaction with other students 3 Student-teacher relationships 3 Class size too large 2 Program not demanding enough 2 Lacking motivation 1 Need more team work 1 Need better middle school preparation 1 More emphasis on social skills 1 Material presented too quickly 1 Integrate course material 1 More field trips 1 Inappropriate reading material 1 More equipment/supplies 1 More fund-raisers 1 More discipline 1


Table 24: Comments from Parents of Current AICE Students

Response Frequency Satisfied comments Challenging 15 Student-counselor relationships 11 Teacher quality 5 College prep 4 Coordinator 4 Course options 1 Program flexibility 1 Teacher-student relationships 1 Global standards 1 Learning community 1 Criticisms Stress 5 Course options 4 Elitist 3 Expensive field trips 3 Double math requirement 3 Not challenging 2 Electives 2 Weak verbal skills 1 No life management skills courses 1 Parent meetings 1 Low GPA 1 No science/math 1 Summer work 1 English self-taught 1 Teacher-student relationships 1 Too much homework 1 Parent involvement 1 No college recognition 1 Mixing classes with honors 1 Need community involvement 1 Not well rounded 1 Private education for public school cost 1 No guaranteed scholarship 1 Too difficult 1 Pressure to donate 1 More language classes 1 Fund-raising 1 Handbook 1 Not enough homework 1 Teacher quality 1 Smaller classes 1


The following are some of the comments received from parents:

• I hope my daughter continues to excel in the IB program next year. [IB parent]

• I feel somewhat inadequate evaluating any program with such little experience. For the

most part the program has been acceptable. I have been greatly disturbed at the

attitude of several teachers. The disrespectful comments, the attitude of I have the

power and I will use it as I see fit really bothers me. At this point I am not convinced

my child will remain in IB. This will be her decision. . . . [IB parent]

• We strongly encourage and support our daughters participation in the IB program.

Instead of “dumbing down,” schools should be encouraging more academically

challenging courses. IB offers this challenge. [IB parent]

• . . . There should be some requirement standard for teachers. My child has had

excellent teachers and some very poor. [IB parent]

• Having this program in public school gives “any” child the opportunity to have

extended education as other students in “private” school. [IB parent]

• We feel the IB program is an ideal way to prepare for college and life long learning.

[IB parent]

• I feel very fortunate to be able to have my children participate in this demanding yet

highly rewarding program. [IB parent]

• I think IB is a wonderful program and feel that my son has risen to the challenge.

Although no longer a straight A student—he is challenged. I would rather him be a

challenged B/C student than an unchallenged A student. [IB parent]


• My son has truly been challenged and excited about his classes and teachers. He is

enthusiastic about attending school, which is a wonderful thing for a 9th grader. [IB

parent]

• My daughter is enrolled in the IB program and is thriving under its curriculum and

challenges. As she receives recruitment letters from major universities throughout the

country, we begin to realize how important the challenges of this program have been

for her. [IB parent]

• At this time, I feel this program will help prepare my son for college. I do know that he

is challenged with the program and is keeping him interested in school. [AICE parent]

• The only negative aspect I can see with the program is my child is sometimes stressed

from the workload. She won’t admit it, but she has little or no social life, because she is

drained. I like the fact that she is challenged. I just worry about the stress. [AICE

parent]

• We feel our daughter has benefited greatly from the AICE program. She is doing very

well, is interested and enthusiastic in her studies. [AICE parent]

• My son participated in the I.B. program his freshman year. He is now at another

school, a sophomore and participating in the AICE program. The I.B. program was too

stressful. There was no time for extracurricular activities. The homework was several

hours a day, seven days a week. AICE is still a lot of homework but does not seem to be

as stressful. There is time for extracurricular activities. My child is very happy this

year. He was very unhappy in I.B. The AICE program is challenging, which is what we

were looking for. . . . [AICE parent]


• Overall I feel the AICE program is very good. My daughter is doing excellent her

freshman year, and has enjoyed most of her teachers. Most fieldtrips are too expensive

for the average family. [AICE parent]

• My daughter is very happy with her classes, however she is complaining about next

year being forced to take 2 math classes. Also I am hearing that she wants to take a

film class and there is no room on her schedule. . . . She wants to drop out, says there

are no benefits, says the schools she’s interested in don’t really acknowledge AICE. . . .

[AICE parent]

• I am unhappy with the AICE program at St. Augustine High School. My child will not

be returning to the program next year. I wish that she had never taken part in the

program but I guess we learn from our mistakes. The organization is elitist. . . . The

kids are challenged in some courses with extra work and tougher courses, which results

in a lower GPA. . . . [AICE parent]

• Overall we are very pleased. However, 1) we would like to see more flexibility in the

order in which classes can be taken (i.e., biology, AP advanced, before chemistry, etc.);

and 2) improvement in allowing more credits/classes for foreign language, as currently

does not meet preferences of many colleges (as I have been told). [AICE parent]

Graduated Students Survey

IB. Twenty-one graduates of the IB program responded to the survey. Seventy-one percent

were female, and 71% had graduated from high school at the age of 18. Sixty-two percent

indicated that they received the IB diploma upon graduation. After graduation, all began

attending college in the fall of 1999. Two-thirds of IB graduates were attending Florida

universities and colleges, with only 33% attending out-of-state institutions. Table 25 lists the


colleges and universities attended by IB graduates. Table 26 lists the majors and minors of

respondents.

Table 25: Colleges and Universities Attended by IB Graduates

Baylor University Tulane University Florida State University University of Florida Furman University University of Miami Gulf Coast Community College University of South Alabama Huntingdon College University of West Florida Randolph-Macon Women’s College Vanderbilt University

Table 26: College Majors and Minors of IB Graduates

Majors

Agricultural Leadership Education International Studies Architecture Math Business Microbiology and Cell Science Chemistry Music Communications Philosophy Criminology Pre-Law General Pre-Medicine Health Science Education Undecided

Minors

Agricultural Communications Psychology Business Sociology Education Studio Art English Undecided

Students were asked to indicate how much college credit they had received for their high

school course work (including IB, AP, dual enrollment, etc.). Table 27 shows the numbers of

students who received college credit. Note that the credit reported is the number of classes

credited rather than credit hours.


Table 27: College Credit for High School Course Work among IB Graduates

Number of Credited Classes Number of IB Graduates

1 1 2 1 3 2 4 5 5 0 6 2 7 0 8 1 9 0

10 0 11 or more 5

Only 35% of respondents said that they had difficulty in obtaining college credit for their IB

course work. The following are some of the comments respondents made concerning difficulties

in obtaining college credit:

• I didn’t get the diploma, so I really don’t get any college credit.

• Had difficulty receiving credit for history.

• Baylor was not as accommodating as the Florida universities in giving IB credit.

College GPAs for these students for the fall of 1999 ranged from 1.83 to 4.25, with a mean

of 3.18 and a standard deviation of 0.69. Thirty-eight percent said they “often” interacted with

other former IB students in the fall of 1999, while 29% said they “seldom” did. Less than half

(48%) said that they would have liked more interaction with other IB students during the fall of

1999, while 52% said they would not have liked more interaction.

Students were asked to rate several features of the IB program. These ratings are detailed in

Table 28. Respondents seemed to be generally satisfied with program features, with most

features receiving ratings of “Excellent,” “Good,” or “Useful.” Some respondents appeared to be

dissatisfied, however, with the Theory of Knowledge component and the program’s role in

preparation for a student’s special field of study.


Table 28: IB Graduates’ Rating of IB Program Features

Program Feature Excellent Good Useful Little Value No Value

Freq % Freq % Freq % Freq % Freq % Program as general preparation for college 15 71 1 5 4 19 0 0 1 5 Program as preparation for your special field of study

7

35

2

10

5

25

4

20

2

10

Program emphasis on foreign language 10 48 3 14 4 19 3 14 1 5 Program emphasis on mathematics 10 48 7 33 3 14 1 5 0 0 Extended essay component 7 33 4 19 7 33 1 5 2 10 Theory of knowledge component 9 43 2 10 2 10 5 24 3 14 Course work 8 40 9 45 3 15 0 0 0 0 Difficulty level of IB tests 10 48 5 24 5 24 1 5 0 0 CAS activities 10 48 3 14 5 24 3 14 0 0 Program emphasis on internationalism 7 33 6 29 4 19 4 19 0 0

Slightly more than half (52%) responded with “Yes, with Enthusiasm” to the question

“Would you recommend the IB program to high school students?” Ten percent responded with

“Strongly Yes,” and 24% responded with “Yes, with Reservations.”

The final section of the survey asked students to express their opinions regarding financial

benefits and overall benefits of the IB program and whether the program enhanced or interfered

with social experiences in high school. Several students responded affirmatively to the question

“Do you think that your participation in the IB program has been of benefit to you or your

parents financially (decreasing the cost of college tuition)?” Out of 21 students, 7 received full

or partial tuition scholarships, 2 reported college credit, 4 reported their IB experience as

financially beneficial in general, and 1 reported having a competitive advantage in admissions

and scholarship applications. Other students, however, felt that the financial benefits of

participating in the IB program were less than expected. Six students complained that they had

not received as much financial help or college credit as they had hoped, and three of these felt

that they could have gotten more benefits had they not been in IB. Two other students reported

that the college credit and scholarships that they had received were due to their GPA or their AP


credits and not due to their participation in the IB program. The following are some of the

responses received for this question:

• We didn’t have to pay for a full year of college.

• I have a full scholarship as a result of getting the IB Diploma.

• I received the Florida Bright Futures 100% tuition because I received the IB diploma.

Whereas I only had the 75% because of SAT/ACT scores.

• I could have gotten the same amount of money just taking dual enrollment and AP

classes.

• I believe that my scholarships were based on my grades . . . grades I would have had

without the IB program.

Students were next asked “Do you think that the overall benefits you have obtained as a

result of your participation in the IB program are worth the effort you put into the program?”

Students who responded affirmatively to this question listed benefits such as good college

preparation (10), general benefits (4), competitive advantages in getting scholarships and/or

college credit (2), increased self-confidence (1), and new experiences (1). A few students,

however, felt that the benefits they had obtained were not worth the effort they had expended.

Two students felt that the IB program has few or no benefits. Other criticisms of the IB program

included: too much program focus on tests (1), too much stress as a result of program

participation (1), and lack of rigor and difficulty in the program (1). The following are some of

the responses received for this question:

• I was very well prepared for college. Essay exams and paper writing were easy for me

because of my IB experience.

• . . . It allowed me to experience things that I would have otherwise not have gotten too.


• I see no benefits from the IB program.

• I feel truly prepared for my test/exams and confident with major assignments at the

college level. I also tutor upperclassmen. I feel the work pays off everyday. That

confidence is worth it all. I am not intimidated by the college classroom or course

work.

• I was more than prepared for college, but the program put to much emphasis on the IB

test.

In response to the question “Do you feel that being a part of the IB program interfered with

or enhanced your social experiences in high school?” many students reported enhanced social

experiences such as closer relationships (6), enhanced interpersonal skills (1), and new

friends (3). Eight students reported no interference with social activities. Three students,

however, reported not having enough interaction with non-IB students, and one student reported

not having enough free time to spend with friends. Two additional graduates felt that the

program interfered but did not specify. The following are some of the comments received in

response to this question.

• I feel that it enhanced my social life. I made many good friends.

• Although IB limits the numbers of people in your classes and you don’t meet as many

people, I feel that was an enhancement. You have less acquaintances, but learn to

develop more close personal relationships with fewer people.

• Interfered—this was the sacrifice for participating in I.B., having the “head in the

books” syndrome.

• . . . I wish I could have had more interaction with non-IB students.


• It definitely interfered! Even my electives were full of IB people. I never got to interact

with people in the rest of my graduating class.

• I was involved in numerous activities in high school and in no way did the IB program

interfere.

The final question on the survey asked students to comment on any aspect of their post high

school experiences as they relate to the IB program. The following are a sample of the

comments received for this section.

• IB made my first year of college much easier than it would have been if I had not

participated in the program. It helped me improve my writing, time management, and

critical thinking . . . I learned how to work more effectively with others. . . .

• The main idea of IB is good that most academically-driven people take all hard classes,

but I’ve seen and heard, and experienced stress that no high school student, no matter

how interested in succeeding, should deal with.

• I received sophomore standing at FSU as a result of my hard work and dedication to

earning the IB Diploma.

• I feel much more prepared for the college classroom atmosphere.

• Excellent preparation for college! I would do it again!

• IB experience was great. Demanding and challenging but within reason. Teachers

were fantastic, college prep was outstanding. College is much less stressful as a result

of my IB experience. The IB experience did not inhibit my ability to take part in other

high school activities. XXX High School has done a wonderful job implementing the IB

program.

• I could never replace the experiences and great teachers I had in the IB program. . . .


• The IB program is ideal for students entering a public, Florida school. They potentially

can receive a year’s worth of credit. For students not attending a public school, IB is of

little value. I would have been better off taking all AP classes. I would have gotten

more credits without as much time and effort in high school. Had I to do it over again,

I would not have participated in the IB program. I only wish someone had taken the

time to explain fully what the program was, how much work it would entail, and how

credit would or would not transfer.

AICE: Bay County. Eleven graduates from the Bay County AICE program responded to

the survey. Sixty-four percent were female, and 64% graduated from high school at the age of

18. More than half (55%) received an AICE certificate upon graduation. All respondents

attended college in the fall of 1999. Almost three-fourths of AICE graduates (72%) were

attending Florida universities and colleges. Table 29 lists the colleges and universities attended

by AICE graduates. Table 30 lists the majors and minors of respondents.

Table 29: Colleges and Universities Attended by AICE Graduates

Bucknell University Stetson University Florida State University U.S. Coast Guard Academy Georgia Institute of Technology University of Central Florida Gulf Coast Community College University of Florida Indiana University

Table 30: College Majors and Minors of AICE Graduates

Majors

Art Journalism Computer Science Mechanical Engineering Electrical Engineering Political Science Engineering Undecided Industrial Engineering

Minors

Africa Studies Political Science Art Spanish Computer Science Undecided


AICE students were asked to indicate how much college credit they had received for their

high school course work (through AP or dual enrollment). Table 31 shows the numbers of

students who received college credit. As stated previously, note that except for the University of

Florida, no institution will give credit for AICE course work. Thus, the reported credited classes

were likely due to AP and dual enrollment.

Table 31: College Credit for High School Course Work among AICE Graduates

Number of Credited Classes Number of AICE Graduates

1 0 2 0 3 2 4 0 5 3 6 0 7 0 8 1 9 0

10 0 11 or more 0

About two-thirds (67%) of respondents said that they had difficulty in obtaining college

credit for their AICE course work. The following are some of the comments respondents made

concerning difficulties in obtaining college credit:

• I received credit for both AICE English and History but chose not to use it to fulfill my

university requirements. It was there for me, however, without any difficulties.

• I was given no credit. During Christmas break several of my friends said they were

receiving credit from UF. Upon returning to FSU in January, I called the registrar’s

office to ask about credit. I was directed to another department, and from that one to

another one. I was finally told that it would be checked on and that I would be called

back. I have never received a call and have no idea who to call for help in this matter.

• I have not needed to use my AICE credit.


• I am still attempting to receive credit for my AICE classes. Many colleges told me when

I applied I would receive credit and it has been difficult to try and actually receive

credit.

• No one I talked to had heard of AICE. I did not receive credit for AICE courses only

the AP courses I took.

• Have been trying for months to get somebody to answer questions about credit for

AICE—Latin, keep getting referred from one dept. to another . . .

College GPAs for these students for the fall of 1999 ranged from 2.5 to 4.25, with a mean of

3.3 and a standard deviation of 0.55. Thirty-six percent said they “occasionally” interacted with

other former AICE students in the fall of 1999, while 27% said they “often” did. Fifty percent

said that they would have liked more interactions with other AICE students during the fall of

1999.

Students were asked to rate several features of the AICE program. These ratings are

detailed in Table 32. Respondents seemed to be generally satisfied with program features, with

most features receiving ratings of “Excellent,” “Good,” or “Useful.” Note, however, that some

respondents appeared to be dissatisfied with the program’s emphasis on internationalism, foreign

language, and mathematics, and on the program as preparation for one’s special field of study.

Table 32: AICE Graduates’ Rating of AICE Program Features

Program Feature Excellent Good Useful Little Value No Value

Freq % Freq % Freq % Freq % Freq % Program as general preparation for college

5

46

6

55

0

0

0

0

0

0

Program as preparation for your special field of study

2

18

4

36

2

18

3

27

0

0

Program emphasis on foreign language 0 0 4 40 4 40 0 0 2 20 Program emphasis on mathematics 7 64 2 18 0 0 0 0 2 18 Course work 4 36 5 46 2 18 0 0 0 0 Difficulty level of AICE tests 3 27 6 55 2 18 0 0 0 0 Program emphasis on internationalism 2 20 2 20 2 20 4 40 0 0


Slightly more than half (55%) responded with “Strongly Yes” to the question “Would you

recommend the AICE program to high school students?” Eighteen percent responded with “Yes,

with Enthusiasm” and 27% responded with “Yes, with Reservations.”

The final section of the survey asked students to express their opinions regarding financial

benefits and overall benefits of the AICE program and whether the program enhanced or

interfered with social experiences in high school. When asked “Do you think that your

participation in the AICE program has been of benefit to you or your parents financially

(decreasing the cost of college tuition)?”, some students responded affirmatively and cited

benefits including scholarships (3), increased competitiveness in admissions and scholarship

applications (2), and college credit (1). Other students, however, reported no financial benefits

for participating in the AICE program (6). The following are some of the responses received for

this question:

• It has not affected us financially for better or worse.

• The AICE program allowed me to be a stronger candidate for scholarship

opportunities, lessening the financial burden placed on my parents.

• There were no scholarship offers for me.

Students were next asked “Do you think that the overall benefits you have obtained as a

result of your participation in the AICE program are worth the effort you put into the program?”

A few students felt that benefits including college preparation (2), quality education (3),

competitive advantage in admissions (2), college credit (1), and general benefits (3) were worth

the effort they had expended in the AICE program. Two respondents, however, felt that the

benefits were not worth the effort. The following are some of the responses received for this

question:


• The art courses were worth it, but I’m not so sure about the rest. It seemed I had to

work real hard on other courses like math & English. That isn’t a bad thing, it just

didn’t prepare me for my special field of study.

• The AICE provided me with stellar educational opportunities. It forced me to think

globally, a skill often left out of the classroom.

• I feel the AICE classes were comparable to my AP classes and required the same effort.

I don’t really see many benefits. It prepared me some for college.

• AICE made it clear to colleges just how hard I had worked and the high level I

achieved.

In response to the question “Do you feel that being a part of the AICE program interfered

with or enhanced your social experiences in high school?” several students (6) reported no

interference with social experiences. Additionally, two students felt that their participation in

AICE enhanced their social experiences in high school because they remained active with the

general student body but were also able to form close relationships with other AICE participants.

One student, however, reported a little interference with social activities during senior year due

to a greater workload than non-AICE students:

The final question on the survey asked students to comment on any aspect of their post high

school experiences as they relate to the AICE program. The following are a sample of the

comments received for this section.

• AICE at this point in time is worthless if the student takes A.P. in addition. The

completion of the class are equal college credit. The only benefit of AICE I found was

best teachers in the field, and “college-like” experience of harder work-loads.


• AICE helped me tremendously w/art because it prepared me better for the courses I

would be taking this year. Also, I think it prepared me better for college as a whole as

far as studying goes. I had been working hard in high school, so I wasn’t as shocked

with the load of college work.

• I consider myself very fortunate to have had the opportunity to participate in a program

as worthwhile as the AICE program. It helped me lay the foundation for future

academic work and success.

• I’ve been far ahead of my peers in the areas I’m interested in, Science and Math,

because AICE allowed me to focus more time and learning on what I was interested in.

That was the reason I picked AICE over IB, and I’m extremely glad I did.

• . . . From my experience with AICE, I feel that it gives students a feel for college like

courses, but does not bogg them down too much with work.

AICE: St. Johns County. Six students from the St. Johns County AICE program also

responded to the survey. Note that these students did not complete the entire AICE program;

only AICE English was offered in St. Johns County at the time. Two of the six respondents were

female, and three of the respondents graduated from high school at age 18. After graduation

from high school, all six respondents attended college in the fall of 1999. GPAs in the fall of

1999 ranged from 2.7 to 3.9, with a mean of 3.4 and a standard deviation of 0.66 (only three

students reported their GPAs). Two students stated that they had difficulty obtaining college

credit for their AICE course work. Two students said that they “never or rarely” interacted with

other former AICE students during the fall of 1999, and two students also said that they would

have liked more interaction with other AICE graduates during that time. Finally, two students


responded with a “strongly yes” to the question “Would you recommend the AICE program to

high school students?”

Parents’ Comments. Twelve parents of IB graduates and 7 parents of AICE graduates

returned completed “Parents’ Comments” forms. The following are some of these responses:

• The intellectual and social maturity level my child achieved from the IB program far

exceeded any she could have obtained in the conventional high school curriculum.

• While the IB program is a good way to prepare a student for college, I am not sure that

it is the only way. There is a lot of unnecessary paper work and duplication of IB and

AP tests

• . . . the main advantage of a student being in the IB program is to raise their class rank!

. . . I think a student can be fully prepared for college by taking honors, AP + dual

enrollment classes.

• The AICE program was an awesome experience for my daughter . . . it seemed to offer

her the best of all worlds.

• I can’t honestly say that there was any benefit to my daughter being in AICE.

• I would like to say that we have found the IB program to be outstanding in all respects.

• [Our daughter] was very well prepared for college from participating in the IB

program. We were disappointed, though, that there weren’t more scholarship

opportunities. That is what sold us on the program. In retrospect she would have

gotten about the same number of hours credit if she had just taken Advance Placement

Classes. We did like the smaller class size and the teachers were excellent.

• When our son was researching the advanced academic programs available in our area,

he wanted a program that was challenging, allowed him to participate in the high


school marching and symphonic bands, allowed him to be in classes with students

outside a specific academic program, and would best prepare him for college. The

AICE program’s goals and objectives seemed best suited for our son.

• I believe the IB program was very beneficial. The curriculum was challenging and the

professors were well-prepared and very interested in the educational success of my

daughter.

• We felt the IB program was one of the most significant events to happen in our son’s

life. Our younger son is not in IB and attends a different high school where he is not

challenged at all. He is simply coasting through school. Our eldest son was challenged

and forced to think and learn . . . It was a hard, demanding program, but we feel our

son is a better person for it.

• I think this [AICE] is a wonderful program + fully support it.

Teacher Survey

Teachers were asked to provide information on their professional and educational

backgrounds and on their current program responsibilities. Only IB and IB teachers in Bay and

St. Johns Counties were included in the survey because Lake County had just started offering

program courses in the fall of 1999 and there were only two teachers in the program. One of the

AICE respondents was an administrator, and there was one counselor respondent from each

program. Their responses were included in the analyses when appropriate.

• Fifty percent of IB teachers and 90% of the AICE teachers had graduate degrees or had

done graduate work.

• All IB and AICE teachers were teaching in the fields in which they had done

undergraduate or graduate work.


• The median number years of teaching experience were 16.0 and 15.0 for IB and AICE

teachers, respectively.

• The median number of years of teaching program or program-related courses was 5.0

for IB and 4.5 for AICE teachers.

• The median number of program or program-related courses taught since the beginning

of the program at the respondents' schools was 2.0 for both IB and AICE teachers.

• The median number of nonprogram related courses currently taught was 2.0 for both IB

and AICE teachers.

• The median number of nonteaching program responsibilities assumed in an academic

year was 1.0 for both IB and AICE teachers.

• The median number of program teacher training workshops attended was 3.0 for IB and

1.0 for AICE teachers. The range of number of workshops attended was 0–9 for IB and

0–4 for AICE, with two IB and five AICE teachers who did not attend any workshop

training.

• One hundred percent of IB teachers and 75% of AICE teachers were satisfied or very

satisfied with the training workshops.

• Four AICE teachers had received distance training in lieu of or in addition to the teacher

training workshops. Three of them reported that they were satisfied or very satisfied

with the training.

• The median number of students taught in program or program-related classes was 20.0

for both IB and AICE teachers.

Teachers from the IB and AICE programs in Bay and St. Johns Counties rated various

aspects of the programs on a five point scale: “Strongly Agree,” “Agree,” “Uncertain,”


“Disagree,” and “Strongly Disagree.” Table 33 shows the percentages of teachers in the two

programs that selected each option in response to each program aspect.

Table 33: IB and AICE Teachers’ Ratings of Various Aspects of Their Programs (IB N=27; AICE N=30)

(SA=Strongly Agree; A=Agree; U=Uncertain; D=Disagree; SD=Strongly Disagree) Statement SA

% A %

U %

D %

SD %

The program fosters a high level of competence in the following skills:

1. Research IB AICE

48 35

44 31

7 31

0 3

0 0

2. Writing IB AICE

82 54

19 36

0 11

0 0

0 0

3. Math IB AICE

63 32

26 32

11 36

0 0

0 0

4. Oral Expression IB AICE

70 38

22 38

4 24

4 0

0 0

5. Citizenship IB AICE

56 17

30 38

11 45

4 0

0 0

The program does a good job of preparing students for college. IB AICE

85 62

38 15

0 0

0 0

0 0

Program students are better prepared for college than similar students who are not part of the program. IB AICE

82 48

11 24

4 17

4 10

0 0

The program provides an appropriate educational environment for individual students with varying abilities. IB AICE

56 28

22 38

11 17

11 14

0 3

Instructional materials for program courses are adequate. IB AICE

44 17

44 55

7 21

4 7

0 0

Program exams are fair. IB AICE

44 38

36 28

20 35

0 0

0 0

Morale is high among program students. IB AICE

22 24

52 52

19 17

7 7

0 0

Some classes taken by program students are too large. IB AICE

15 28

30 24

7 21

48 21

0 7

Program students are well integrated into the whole student body. IB AICE

41 21

33 57

7 11

19 7

0 4


Table 33, continued

Statement SA %

A %

U %

D %

SD %

Program students do not have enough time for extra-curricular activities or jobs. IB AICE

0 0

11 18

15 25

33 43

41 14

Program students are subjected to high levels of program-induced stress. IB AICE

4 0

33 19

22 41

30 41

11 0

Too many students drop out of the program. IB AICE

0 0

11 4

11 39

63 50

15 7

Minority students are encouraged to apply to the program. IB AICE

37 21

22 57

37 21

0 0

4 0

Program requirements are sometimes modified to meet the needs of exceptional (ESE) students. IB AICE

4 11

15 18

67 64

11 4

4 4

The program parent organization is well organized. IB AICE

44 25

52 50

4 25

0 0

0 0

The program parent organization is very productive and supportive. IB AICE

59 32

37 50

4 18

0 0

0 0

IB Specific Questions Statement SA

% A %

U %

D %

SD %

The program has the reputation of being elitist. 4 44 11 26 15 Creativity, Action, Service (CAS) hours take up too much time. 0 4 22 52 22 The Theory of Knowledge (TOK) course is of great value to students.

44 26 22 4 4

Interpretation of the results is complicated because of the large number of AICE teachers

who marked the uncertain option for many items (for example: “Research”, “Math”, and

“Citizenship Competence”; “Program exams are fair”; “Program students do not have enough

time for extra-curricular activities or jobs”; “Program students are subjected to high levels of

program-induced stress”; “Too many students drop out of the program”; “Program requirements

are sometimes modified to meet the needs of exceptional (ESE) students”; and “The program

parent organization is well organized”). There were a few items that inspired uncertainty in the


IB teachers as well, such as “Minority students are encouraged to apply to the program” and

“Program requirements are sometimes modified to meet the needs of exceptional (ESE)

students.”

It seems likely that the high number of uncertain responses on the part of the AICE teachers

was due to the fact that the AICE program in St. Johns County had been fully operational for

only one semester and that the Bay County program was in only its fourth year of operation.

This uncertainty factor in the AICE teacher response patterns appears to confound results in both

negatively and positively worded items. For this reason, negative responses (“Strongly

Disagree” and “Disagree”) were inspected to discover differences in positively worded items

between ratings by the two groups of teachers, while positive responses (“Strongly Agree” and

“Agree”) were interrogated to find differences in negatively worded items for the two groups.

For example, the question about math competence (#3) appears to show a great discrepancy

between the two groups if only the “Strongly Agree” and “Agree” categories are used (i.e., 89%

for IB and 64% for AICE). If the negative responses (“Disagree” and “Strongly Disagree”) are

examined, however, it is clear that the teachers’ beliefs about math competence are comparable.

Combined “Strongly Disagree” and “Disagree” responses to positively worded items (e.g.,

“Morale is high among program students”) never showed a 10% difference between program

teachers. Similarly, differences in “Strongly Agree” and “Agree” responses to negatively

worded items were all less than ten percent except for one item: “Program students are subjected

to high levels of program-induced stress.” Thirty-seven percent of IB teachers and 19% of AICE

teachers either strongly agreed or agreed with that item, indicating that there is probably a real

difference in this aspect of the two programs.


Teacher Suggestions. AICE and IB teachers were asked to describe changes that would

make the programs stronger. Comments given by AICE teachers are given first, followed by

those obtained from IB teachers. All comments are direct quotes; no corrections have been made

for spelling or grammar. To avoid repetition, some responses are followed by the number of

responses on a particular issue.

AICE TEACHERS

State Level

• I strongly believe that once the program is on equal footing with IB, morale will be better,

though it’s good now. We try to make sure to do things as a group to foster a feeling of

community + team spirit. Once we get the same benefits as IB (i.e., automatic Bright

Futures Scholarship recipient), parents will also be more at ease. In general people are

happy + we have lots of applicants.

• A clear picture of acceptance of qualified AICE students by Florida University system is

needed for full acceptance by teachers + students + parents.

• Work diligently to educate American Universities about giving credit (academic as Dual

Enrollment or AP) to AICE programs!

• Support from Florida DOE that is the same as that for the IB programs.

• More contact with other AICE teachers at other schools. Addition of AICE courses to FL

Course Code Directory. Permanent legislative funding for AICE programs in Florida.

District/School Level

• In mathematics, I need the textbook recommended by AICE for the courses.

• My situation dictates that I teach my course combining AICE, AP, and Dual Enrollment

Freshman Comp. It would be more beneficial to separate these courses.


• These students who are not AICE do not see the need for extra work when they feel that the

rewards are not great enough.

• AICE students should be in an AICE class for all subjects—it isn’t fair that some subjects get

their AICE students in a special section. It is very difficult to juggle two sets of standards in

a class of 36 when only 12 are AICE.

• AICE students should have their own classes.

• Smaller classes—less than 30, for an advanced class—and more integration of AICE

students into the regular, student body.

• I think that planned AICE meetings of staff would also help the program by encouraging

more interdisciplinary units.

• Our program is too young for me to answer many of these questions with certainty, but I feel

that if students are really going to be in an AICE program, then #1) they should have to

“place” into the program—pass IGS or some rigorous placement test. AICE want-to-be’s

greatly deter the progress of an accelerated class.

• The AICE program could be made stronger by the addition of electives available to AICE

students. AICE students should have more options and room in their schedule to participate

in a variety of electives.

• Some more emphasis on international aspects—student-to-student work.

• More examples of test questions. More examples of specific labs.

IB TEACHERS

State Level

• A study is needed on the indicators for success in IB of eighth grade students. Our loss rate

is much too high.


• If a new IB program is started in Florida it would be great to have a mentor program

between a successful program and a new one. My trepidation the first year was almost

overwhelming.

District /School Level

• In addition, I feel that State Funds earmarked for the salaries of teachers who teach in

academically accelerated courses would help attract qualified and motivated teachers who

would be more willing to put forth the additional effort that is required to meet the needs of

students. As it is, I am expected to set a higher standard of achievement for both myself and

my students, however, I am not compensated for the extra time that it requires to meet these

expectations.

• My school needs to provide a place on campus to exhibit students’ work so the exams can

take place on campus in a venue that is positive for the students!! I invite IB kids on 2-3 fts

per year with Dr/Pnt III and AP classes. However, they can never go on meaningful art trips

for fear of missing math!!! Kids are terrified to miss their classes.

• Some way that students in Art can display work for Oral Exam. It is very difficult to find a

quiet space on campus.

• I don’t think there are many changes that could be made in the program itself to make it

stronger. However, I do feel that changes made at the District and State level would enhance

our abilities to meet the needs of our students. For example, I teach an IB sixth subject

course (Psychology) at the subsidiary level and really need an additional class period to

meet with my students in order to prepare them for the program requirements.

Unfortunately, if I add an additional class of IB Psychology, the impact will be felt in the


English department because someone would have to absorb my Honors English class. If the

District would give us additional instructional units this would not be a problem.

• A summer program abroad.

• Diversity is critical for a functional IB student body. This should be remembered in the

recruiting effort . . . It takes several years to develop a TOK instructor. Some means of

shortening this cycle needs to be found. Bottom line? There’s not much here that needs to

be strengthened.

• More support from administration, Better incentives for students to stay in program (more

value in the diploma , Better adherence to course time requirements. Some courses are not

given sufficient time to teach required material.

• Seeing successful course outlines from other teachers teaching same topic, See more sample

exams, less writing requirements in 6th subject courses.

• More time for increased writing loads and meetings. Teacher planning—IB/Pre-IB teachers

are often school leaders as well. We also meet more regularly than many others (beyond our

school day). A specific world history course geared for IB (pre). Being able to schedule

back to back classes (but it gets too hard) —meaning my 1st period to the English teacher’s

2nd period so we could block out interdisciplinary units. Other items that would strengthen

are school-wide considerations—interruptions, priorities, etc.—that would strengthen the

entire academic program, not just IB.

• Decrease the amt. of course content. With all the other school activities, I really do not have

enough time to cover all of the testable material. High school students have a lot of other

things going on and a times I think they miss out on extra curricular experiences because of

the tremendous amount of material, writing, CAS, extended essays . . . . However, the IB


students are very well prepared for college and have had to learn superior time management

and study skills. By the end of their senior year they have also developed advanced critical

thinking and writing skills. They are far better prepared for college than I was.

• I would like to see more standard students apply. This program is great for turning average

students into extremely competent and outstanding students. It would be wonderful to be

able to do more of the IB options such as technology, drama, or band.

• This is an excellent program because it requires the student show mastery of all areas not

just the ones the students excell in. This serves the students well when they attend college.

The writing component is integrated in all classes and the results are students who can write

well!

• I have no specific suggestion. We have a great program . . . as is. My son is a Junior in the

IB program presently and I am pleased from that perspective also.

Other Suggestions

• Separate Pre-IB training sessions. The FLIBS (Florida League of IB Schools) have begun

offering upper level training for teachers. As many IB schools as Florida has, I think we

could justify Pre-IB training.

• Don't change paperwork between training years, foreign language info was very helpful,

More explanation of Internal Assessment and predicted grades would be helpful especially in

foreign language (Language B).

Objective Two Summary

Similar to the findings reported in Thomas’ (1987) study of the IB program, in this study

students from both IB and AICE programs appear to be generally satisfied with their program


experiences. A great majority (over 75%) of students in IB and AICE felt that they were

challenged by their participation in the programs, more prepared for college, and had a better

chance of receiving college scholarship. Both groups believed their course work was more

demanding than regular classes and reported experiencing high levels of program induced stress.

However, more IB respondents (96%) than AICE respondents (80%) believed that their courses

were more demanding than regular classes and reported experiencing higher levels of stress.

The findings of the student surveys failed to support dissatisfaction with CAS and TOK

among IB students reported in Thomas’ (1987) study. Thomas found that close to one-third of

subjects found these requirements to be of little or no value. However, less than 15% of students

in this study viewed CAS and EE requirements as not a beneficial and valuable part of the IB

program, and only 2% disagreed with the statement concerning the value of TOK.

Students in both programs noted that they had improved their skills in areas such as

leadership and time management during their participation in the program. The most common

criticisms of the programs concerned lack of course options, lack of sufficient teacher-student

communication, and lack of interaction with other students. Although many students criticized

the workload required of them, we found a high rate of involvement in extracurricular activities

among students.

In addition to the issues noted above, students from both programs suggested a number of

program changes. The following suggestions were made by AICE respondents regarding the

program: more benefits and acceptance by colleges and universities, exemption from basic

courses (such as physical education, life management skills, health, etc.), decreasing the

workload for the summer session, decreasing exam requirements (AP and AICE), and revising

the math curriculum to avoid requiring two math classes simultaneously. Several IB respondents


felt that better guidance was needed regarding CAS, TOK, and EE requirements, and that more

punishments for cheating were needed.

The responses from parents were also generally supportive of the experience of their

children in either the IB or the AICE program. Numerous parents reported that their children are

challenged by their participation in the programs, are more prepared for college, and are

receiving high-quality instruction from faculty. Some IB parents also praised the IB curriculum

and grading system, while several AICE parents felt that student-counselor relationships were a

strength of the AICE program. Common criticisms of parents regarding the programs concerned

student stress levels and lack of course options. Additionally, a few (less than 9) IB parents

criticized the qualifications of teaching and counseling staff, the administration of CAS

requirement, and interaction with other students, while AICE parents (less than 5) questioned the

expense of field trips, the double math requirement, and an atmosphere of elitism within the

program.

Although only a small number of responses were received for the AICE and IB graduate

student surveys, the results did indicate some interesting differences between the programs.

Similar percentages of IB (62%) and AICE (55%) graduate students reported receiving the IB

diploma and the AICE certificate, respectively. However, 81% of IB graduates received credit

for high school course work (for up to 11 or more classes), while only 55% of AICE graduates

received credit (up to 8). Most of the college credits received by AICE graduates was not for

their AICE course work, but rather for any AP credits or dual enrollment that they had. About

two-thirds (67%) of AICE graduates complained of experiencing difficulty in obtaining college

credit for their AICE course work, but only 35% of IB graduates did. Moreover, many IB

students who had not received an IB diploma also had difficulty obtaining credit for their IB


course work. Graduates from both programs seemed generally satisfied. Some IB graduates

were concerned with the value of the TOK class, and a few AICE graduates felt that the

program’s emphasis on foreign language and mathematics was not valuable. The majority of

graduates from both programs found the overall benefits of participation worth the effort of

participating in the program. Comments from parents of graduated students in general were also

complimentary to both programs.

Results from teacher surveys (Bay and St. Johns Counties only) showed that teachers were

generally well prepared for AICE and IB program participation and enthusiastic about their

respective programs. Although few differences were found between the two groups of teachers,

more AICE than IB teachers had graduate degrees or graduate training. AICE teachers had also

attended fewer teacher training workshops and were less satisfied with them than were IB

teachers. The fewer teacher-training workshops may be due to the newness of the AICE

program in both Bay and St. Johns Counties.

In general, AICE teachers suggested that their program should receive from the Florida

Department of Education and from American Universities recognition and treatment equal to

those accorded the IB program. They asked for smaller classes and for separate AICE classes.

IB teachers offered a variety of suggestions that were specific to their schools and subjects.

General suggestions included salary supplements for teachers in “academically accelerated

programs,” development of ways to retain students in the program, and more interaction among

IB programs and teachers within the state.

Because many AICE teachers indicated uncertainty about program aspects they were asked

to rate, responses positive to the program could not be meaningfully interpreted. Therefore,

teacher responses negative to the programs were analyzed. Differences smaller than 10% were


found except for one item: “Program students are subjected to high levels of program-induced

stress.” Thirty-seven percent of IB teachers and 19% of AICE teachers either strongly agreed or

agreed with that item, indicating that there is probably a real difference in this aspect of the two

programs. In general, teachers in both programs believe them to be functioning well and to be

preparing students for successful academic careers.


OBJECTIVE THREE: STUDENT OUTCOMES

The third objective of this study was to determine whether there were important differences

between the AICE and IB programs in terms of academic outcomes for students during and

following their progress through the high school years. Data necessary for reaching this goal

include comparisons of the academic abilities of students at the time of their selection into the

programs as well as comparisons of achievement measures for students who entered the

programs in the same academic year and progressed through them simultaneously.

For a variety of reasons, the conditions outlined above could not be entirely satisfied for this

study. The AICE program in Bay County began in the fall of 1995; the program in St. Johns

County began in 1998 with one senior English class of 14 students; and the Lake County

program started in 1999 with one English and one mathematics teacher. IB programs began in

Bay County in 1991 and in St. Johns County in 1994. Lake County does not have an IB

program.

Both AICE and IB students prepare for 11th and 12th grade program course work by taking

specified prerequisite Honors or Pre-IB course work in grades 9 and 10. Thus, students who

enter either program in the 11th or 12th grade without taking these prerequisites may be

handicapped in their program courses. The only participating AICE students who had had four

full years of preprogram and program studies were those in Bay County who graduated in 1999

or 2000. In both St. Johns and Lake Counties, AICE students who graduated in those years had

had less than four years of program participation. All IB students who graduated in 1999 or

2000 had been in the program for a full four years.


Strict AICE/IB outcome comparisons are inappropriate for seniors in St. Johns County and

Lake County who graduated in 1999. St. Johns County AICE students who graduated in 1999

had been in the program only one year and had taken only one AICE course, English, during that

year. IB students in that county had, however, been in the program for a full four years. AICE

students graduating in Lake County in 2000 had also been in the program only one year. Despite

the problems involved in analysis of incomplete data sets, available outcome data from St. Johns

and Lake Counties are reported. Related results must be interpreted with caution, but they can

serve to support or question results obtained from the more complete set.

The most valid comparisons of student outcomes were, therefore, those made between AICE

and IB groups in Bay County. Both programs enrolled classes in the fall semesters of 1995 and

1996 and graduated these students in the spring semesters of 1999 and 2000. Relevant

comparisons between AICE and IB students could be made for all comparable students during

that time period because cumulative program effects had equal possibilities of occurring in both

programs. Unfortunately, many of the data important for this study were not available because

Bay County had recently changed computer hardware and operating systems and could not

retrieve them. Most of the data used in this study to determine student outcomes were provided

by IB and AICE program coordinators in these counties, and at times even these data were

incomplete.

A review of literature was conducted to assess prior evidence of program effectiveness.

Previous Studies of IB and AICE Student Outcomes

Several brief conference reports on IB student academic outcomes were identified and are

reported here. No studies of AICE outcomes were located. The following is a summary of

research on the IB program.


Kolb (1999) studied 3,000 IB, Advanced Placement (AP), and standard students enrolled at

the University of Florida to determine the extent of the drop in grade point average (GPA) from

senior high school to the end of the first college semester. The numbers of students in the three

groups was not reported but elsewhere he indicated that the number of IB students was small.

Table 34 shows average SAT scores, high school GPAs, University of Florida (UF) GPAs, and

the change in the two averages for the three groups.

Table 34: Average SAT Scores, High School and College GPAs, and GPA Decrease for Former IB, AP, and Standard Students at the University of Florida

Students SAT Average High School GPA

University of Florida GPA

Decrease in GPA

Standard 1158 3.6 2.6 -1.0 AP 1177 3.9 3.1 -0.8 IB 1213 3.8 3.3 -0.5

Kolb (1999) attributed the smaller decrease in the average GPA of IB students to the fact

that IB students arrive at UF prepared for college work (presumably as indicated by their higher

SAT average). However, it should be noted that the Kolb study failed to address whether the

higher average was due to the experiences of students in the program or to the student selection

policies of the IB program.

Carson (1990) compared the first year GPAs of three groups of students at Virginia Tech:

(1) All students not granted AP credit and not from IB schools (n=3688), (2) all students who

were granted AP credit (n=647), and (3) all students from high schools that offered an IB

program but who did not necessarily participate in the program (n=100). He hypothesized that

“. . . schools offering IB programs were clearly committed to quality education and . . . that even

students who did not directly participate in IB classes would nonetheless be positively

influenced” (p. 1). He found that 33% of students in the first group (no IB—no AP) made

average GPAs of B or better. Forty percent of students in group two (AP credit) and 88% of


students in group three (IB school attendance) had average GPAs of B or better. In a separate

analysis he found 18 pairs of IB school attendance and non-IB school attendance students who

could be matched on six variables related to GPA. The IB school students had average GPAs

that were 0.4 points greater than the other group. Carson concluded that “These data did not

place the cause of the superior performance directly on the IB program but did support that the

IB offering schools were doing something right” (p. 1).

Jesse (1998) reported that the number of IB diploma and certificate holders at William and

Mary increased from 6 in 1990 to 42 in 1997. During that time 64% of diploma holders who

applied for admission were accepted compared to 45% who were accepted from the total

applicant pool. The 42 IB students who completed their freshman year in 1998 had a cumulative

GPA of 2.87 compared to the overall average at William and Mary of 2.80. Jesse reported that

The Extended Essay echoes William & Mary’s belief in the value of original

research as well as the College’s emphasis on strong writing skills and the Theory of

Knowledge course fosters active and critical learning and is philosophically very

akin to the goals of our freshman seminar program. The CAS (creativity, action,

service) component answers our call for students who have been exposed to

community service and creative endeavors and who understand the importance of

developing the whole person. (p. 1)

Various other studies of high school and college IB students have been presented at IB

conferences. Reports of these studies have been very brief and are not summarized here. In

general, all of those studies as well as the ones reported here—with the exception of Carson’s

(1990) 18 pairs of students—failed to consider the preprogram status of the students involved.

Most acceleration programs such as IB admit students with superior academic records. When


comparisons are made with students-in-general, it is impossible to unequivocally attribute the

success of these students to the program without controlling for student characteristics at the time

of admission.

Student Outcome Measures

Eighth-grade Florida Writes! (FW!) scores and standardized test scores used in selection of

AICE and IB students were compared to determine prior achievement levels of the two groups.

Interpretation of differences in preprogram and program measures between AICE and IB

students must take into account prior achievement levels of the two groups of students before

attributing differences to the programs alone. That is, if the eighth-grade achievement level of

one group were to be considerably higher than that of the other, preprogram and program

differences might be due only or mostly to the initial ability levels of the students and not to

program practices.

Student outcomes of the AICE and IB programs of interest for this report include measures

of achievement in the preprogram high school years (9th and 10th grades) as well as in the 11th

and 12th grade program years. The following measures and the grade levels at which they were

obtained are shown below:

• High school grade point average and weighted grade point average—9th grade

• FCAT reading and mathematics scale scores—10th grade

• SAT and/or ACT total scale score—11th or 12th grades

• AICE and IB course grades from externally scored examinations and externally scored

AP course grades for AICE only—11th and 12th grades


AICE and IB Selection Test Results

Table 35 shows eighth-grade means, standard deviations, and sample sizes of students who

applied and were selected for the AICE or IB program in 1998–99. The same data for

nonprogram students for the same time period are also given for comparison. The standardized

achievement test was the California Achievement Test (CAT-5).

Table 35: Reading and Math CAT-5 Scale Scores and Florida Writes! (FW!) Scores

County Outcome AICE IB Nonprogram N Mean SD N Mean SD N Mean SD Bay Reading 37 804.22 19.74 73 802.44 27.43 650 753.55 33.41 Mathematics 37 834.97 24.32 73 830.93 27.60 651 770.28 37.11 Florida Writes! 17 42.65 7.10 37 41.35 8.30 346 31.00 8.50 St. Johns Florida Writes! 16 41.88 9.46 74 40.68 6.58 2651 32.59 8.96

These results show that the AICE and IB groups were highly comparable in terms of

academic achievement and that both had much higher mean scores than nonprogram students.

Indeed, both AICE and IB means were greater than the scores of more than 85% of nonprogram

students. AICE and IB students can be presumed to have similar educational motivations and

aspirations because students in both groups volunteered to enroll in their respective programs.

Thus, any substantial outcome differences between the AICE and IB groups are highly likely to

be due to program effects. Nonprogram students are not volunteers for any program so their

educational aspirations cannot be inferred. Their data are included in this and other analyses

only to show the marked academic superiority of both AICE and IB students.

Eighth-grade test scores were not available for other years of the study. However, the

student selection procedures employed by both AICE and IB are stringent enough to ensure that

program students are highly qualified and comparable in academic capabilities.


AICE/IB Comparisons of High School Grade Point and Weighted High School Grade Point

Averages

Table 36 shows sample sizes, means, and standard deviations of ninth-grade high school

grade point and weighted grade point averages for AICE and IB students in Bay County for

1998.

Table 36: High School Grade Point (GPA) and Weighted Grade Point Averages (WGPA) for Ninth-Grade AICE and IB Students in Bay County in 1998–99

AICE IB Nonprogram N Mean SD N Mean SD N Mean SD

GPA 44 3.75 .27 78 3.28 .47 1063 2.15 1.11 WGPA 44 4.03 .29 78 3.61 .47 1063 2.18 1.15

Interpretation of the substantial differences between AICE and IB programs for both GPA

and WGPA is unclear. Differences in academic ability or motivation can probably be ruled out

as an explanation because the two groups are essentially equivalent on these variables as shown

in Table 34. Although there are several possible explanations for the higher means of the AICE

group (higher instructional quality, better teaching staff, easier courses, etc.), no single reason or

combination of reasons can be shown to be causal in this situation.

AICE/IB Comparisons of FCAT Results

Table 37 shows results of the Florida Comprehensive Assessment Test (FCAT) administered

to 10th-grade students in 2000 to AICE, IB, and nonprogram students in Bay and St. Johns

Counties. AICE and IB students in Bay County and IB students in St. Johns County were

selected for their programs in 1998 and began preprogram 9th-grade classes in 1999. St. Johns

County AICE students began preprogram classes in the 10th grade.


Table 37: Year 2000 FCAT Norm-Referenced (NRT) and Criterion-Referenced (CRT) Reading and Mathematics Scale Scores

County Outcome AICE IB NONPROGRAM

N Mean SD N Mean SD N Mean SD Bay NRT Math 43 744.90 30.55 71 742.87 37.17 711 696.00 23.94 NRT Reading 43 724.58 20.55 71 727.39 24.86 701 686.12 32.73 CRT Math 43 375.56 33.39 70 372.27 24.73 760 311.48 37.08 CRT Reading 43 347.02 23.28 70 351.11 27.80 755 298.82 39.94 St. Johns NRT Math 23 753.39 35.23 77 770.36 31.05 965 705.42 30.53 NRT Reading 22 723.18 21.64 77 736.13 28.89 949 692.21 35.65 CRT Math 25 360.48 21.25 78 381.83 32.19 1048 316.32 41.80 CRT Reading 25 345.36 28.99 78 356.41 23.57 1044 308.98 41.85

In Bay County, differences between the AICE and IB groups on all four measures were

negligible. In St. Johns County IB means were considerably higher than those of AICE. These

differences are most likely due to the fact that AICE students in St. Johns had been in the

preprogram for one year less than the IB students.

AICE/IB Comparisons of SAT/ACT Results

Table 38 gives comparisons between AICE and IB students who were juniors or seniors in

1999 or 2000. When interpreting this table, please note that students could have taken the tests

in either the 11th or 12th grade. AICE students in St. Johns County who graduated in 1999 had

been in the program only during their senior year, while those who graduated in 2000 had been

in the program as both juniors and seniors. Lake County AICE students had been in the program

only one year.


Table 38: SAT and ACT Scores of AICE and IB Students Who Graduated from High School in 1999 and 2000

1998–1999 1999–2000 SAT Bay N Mean SD N Mean SD AICE 29 1258.62 92.18 22 1292.27 118.72 IB 43 1144.42 130.72 12 1119.17 90.60 St. Johns AICE 11 1190.91 96.48 10 1277.00 51.22 IB 26 1331.54 104.98 20 1281.50 100.48 Lake AICE – – – 4 1162.50 140.09 ACT Bay AICE 12 26.91 2.96 18 28.22 3.35 IB 103 24.57 2.93 21 26.05 2.94 St. Johns AICE 9 24.89 2.75 9 27.78 2.58 IB 6 29.17 1.83 19 27.43 2.71 Lake AICE – – – 5 27.00 3.54

In Bay County AICE means for SAT and ACT were considerably higher than IB means for

both 1998–99 and 1999–2000. The results for IB students in Bay County may not be completely

accurate since the numbers of students reported are lower than expected for SAT in 1998–99 and

1999–2000 and for ACT in 1999–2000. St. Johns County IB students in 1999 had considerably

higher means on both SAT and ACT than those of AICE students. In 2000, differences for

AICE and IB students on both tests were negligible. These results support the notion that

program effects are cumulative over time. It is of interest to note that the SAT means for AICE

in Bay County and IB in St. Johns County are higher than the SAT mean reported by Kolb

(1999) for IB students at the University of Florida.

AICE/IB Comparisons of Externally Scored Program Exam Grades

IB Grade Distributions. Sixty-one IB seniors who were diploma candidates sat for the

external exams in 1998–99. Eighteen of these students (30%) received the IB Diploma. In

addition, 63 juniors sat for the geography exam (subject group #3) at the same time. In


1999–2000, 47 IB seniors who were diploma candidates took external exams. Twenty-seven of

the candidates (57%) received the IB Diploma. Table 39 shows the distribution of grades for all

of the subject groups for both years and Table 40 gives the distributions for the EE and TOK.

Table 39: Distribution of Bay County IB Grades by Subject Group for 1998–99 and 1999–2000

N=108 Subject Group*

Exam Grade I II III** IV V VI 7 1 1 – – – 1 6 20 5 10 - 11 2 5 42 11 31 5 19 10 4 38 30 62 22 35 4 3 6 51 47 56 30 2 2 1 10 2 24 12 1 1 – – – 1 1 –

*Note: I Language A1 IV Experimental Sciences II Language A2, B, ab initio V Mathematics III Individuals and Societies VI Arts and Electives **Note: Subject Group III includes scores for geography exam for juniors. Table 40: Distribution of Bay County Extended Essay and Theory of Knowledge Grades for 1998–99 and 1999–2000

N=108 Exam Grade Extended Essay Theory of Knowledge

A 3 – B 10 4 C 42 36 D 43 64 E 10 4

Table 41 gives the distribution of St. Johns County IB grades by subject group for 1998–99

and 1999–2000. Fifty-six IB diploma candidates sat for external exams in 1998–99, and 22 sat

for external exams in 1999–2000. The number of awarded IB diplomas for 1998–99 is

unknown. Of the 22 examinees in 1999–2000, 13 (59%) were awarded the IB Diploma.


Table 41: Distribution of St. Johns County IB Grades by Subject Group for 1998–99 and 1999–2000

N=78 Subject Group*

Exam Grade I II III IV V VI 7 1 – – 2 3 – 6 6 3 3 4 7 3 5 15 6 24 6 13 6 4 13 11 24 11 7 16 3 2 4 19 10 2 4 2 – – 2 3 – – 1 – – – – – –

*Note: I Language A1 IV Experimental Sciences II Language A2, B, ab initio V Mathematics III Individuals and Societies VI Arts and Electives

In Bay County, IB students passed 59% of the exams they took (grade of 4 or better) while

in St. Johns, 81% received passing scores. Table 42 shows the distribution of St. Johns County

EE and TOK grades for 1998–99.

Table 42: Distribution of St. Johns County Extended Essay and Theory of Knowledge Grades for 1998–99

N=22 Exam Grade Extended Essay Theory of Knowledge

A 1 3 B 4 6 C 8 10 D 8 3 E 1 –

AICE Grade Distributions. Out of 85 AICE students enrolled in the AICE program in Bay

County, 63 seniors sat for external exams in 1998–99 and 1999–2000. In addition, 33 juniors

took the external exam in 1999–2000. Twenty-one of the 63 seniors were candidates for the

AICE Certificate; it was awarded to 14 of them. Seven of the candidates received the AICE

Certificate with merit and seven received a certificate at the pass level. All of these 14 students

received Bright Futures Scholarships. Table 43 shows the distribution of grades for each of the

three groups of courses in the AICE curriculum.


Table 43: Distribution of Bay County AICE Grades by Subject Group for 1998–99 and 1999–2000

N=96 Exam Grade Mathematics and

Sciences Languages Arts and Humanities

A 26 7 5 B 18 17 5 C 18 20 10 D 19 20 17 E 27 12 24 U 63 9 18

In Bay County (1998–99 and 1999–2000), 63% of the AICE students made passing scores

of “E” or better on external exams. In Lake County (1999–2000), four students took AICE

Math. Three passed and one failed. In 1999–2000, 10 St. Johns County students sat for a total

of 17 external exams. Nine of these students took the AICE English external exam. One student

made a passing grade of “E”; the other 8 passed with grades of “A” or “B.” Five students took

the mathematics exam. One had a failing grade of “U”; the others made passing grades of “D”

or better. Two students took and passed the Spanish exam and one student failed biology. In

short, 88% of external exams taken by St. Johns County AICE were passed with a grade of E or

better.

Within counties, both programs had similar passing grades for external exams. Passing rates

for both programs in St. Johns County were higher than Bay County.

Correspondence of AICE and Advanced Placement (AP) Grades

Studies conducted by the College Board indicate that an AP grade of 3 is generally

comparable to a college grade of B. Most colleges and universities in the U.S. award credit for

AP grades of 3 or higher. At present, of Florida colleges and universities, only the University of

Florida awards credit for AICE courses. Therefore, students who want to obtain college credit

for their work in AICE must take AP examinations in comparable courses in addition to external

AICE exams. IB students have no need to take AP exams for courses in which IB external


exams are available. Most colleges and universities in the U.S. award credit for IB grades of 4 or

higher.

Advanced Placement examinations are graded on a five-point scale:

5 - Extremely Well Qualified 2 - Possibly Qualified

4 - Well Qualified 1 - No Recommendation

3 - Qualified

The state of Florida presently awards additional funds per student to AICE programs on the

basis of AICE course grades and receipt of the AICE Certificate as follows:

• Enrollment in a full-credit AICE course with a grade of 2 (E) or higher —.24

additional FTE

• Enrollment in a half-credit AICE course with a grade of 1 (E) or higher —.12

additional FTE

• Receipt of the AICE Certificate —.30 additional FTE

(Mosrie, 1998)

The grades necessary to obtain awards for additional funding are subject to modification

based on the outcomes of the present study.

In the tables and discussion that follow, AICE grades of “E” or greater are referred to as

“pass”; grades of “U” (0 points) are termed “fail.” AP grades of “3” or greater are termed “pass”

while grades of “2” or “1” are referred to as “fail.” Cell entries in Tables 43 and 44 show the

numbers of students with particular grade combinations.

Tables 44 and 45 are divided by dark lines into four sections. The upper right section

contains the number of students who received pass grades for both AICE and AP. The upper left

section shows the number of students who received pass grades for AICE but failed AP. The


bottom left section shows the number who failed both courses, and the section on the bottom

right shows the number of students who failed AICE but passed AP.

In school years 1998–99 and 1999–2000, 96 AICE junior and senior students in Bay County

took one or more pairs of AICE and AP examinations in given subjects for a total of 318 pairs of

grades. Table 44 shows a scatter plot of student grades for AP Calculus AB compared to AICE

Mathematics and/or AICE Further Mathematics. For students who took three exams in the same

subject area (2 AICE and 1 AP or vice versa), both pairs of grades are included in the scatter

plot.

A substantial correlation between the AP and AICE math exam grades is shown. Seventy-

three students passed both the AP and AICE courses, 9 students passed AICE but not AP, 2

students passed AP but not AICE, and 2 students did not pass either exam. Four AICE students

in St. Johns County took and passed both AICE and AP math exams. These results indicate a

high level of concurrent validity for the AICE math grades. In Lake County, four students took

AICE math and both AP AB Calculus and BC Calculus. There were four pairs of passing grades

for both AICE and AP, two pairs passed AICE but not AP, one pair passed AP but not AICE,

and one pair passed neither exam.

Table 44: Scatter Plot of Bay County Student Grades for AP Calculus AB Compared to AICE Mathematics and AICE Further Mathematics for 1998–99 and 1999–2000

AP Calculus AB AICE Math and Further Math 1 2 3 4 5

A – – 1 10 14 B – 1 1 10 5 C – – 12 4 3 D – 6 4 2 – E 1 1 2 3 2 U 2 – 1 1 –

Forty-four Bay County students passed both the AICE English and AP English exams, 24

students passed AICE but not AP, and 5 students did not pass either exam. The relationship


between AICE and AP grades is positive but not as high as that for math grades. Table 45 shows

a scatter plot of student grades for AP English Language and AP English Literature compared to

AICE English.

Table 45: Scatter Plot of Bay County Student Grades for AICE English Compared to AP English Language and Composition and AP English Literature and Composition for 1998–99 and 1999–2000

AP English Language and AP English Literature AICE English 1 2 3 4 5a

A – 1 3 – 1 B – 4 10 1 – C – 8 7 3 – D 2 5 11 1 – E 4 6 1 – U 4 1 – – –

The reason for the difference is probably that the AICE and AP English course content is

dissimilar, while the content of the math courses for the two exams is much the same. Six AICE

students in St. Johns County sat for and passed both AICE and AP English exams. AICE scores

were either A or B and AP scores were all 4 or 5.

In other subject areas, results were as follows:

• Fourteen Bay County students took both AICE Economics and/or AP Macroeconomics

and Microeconomics. Eleven student pairs had passing grades for AP but only one of

them received a passing grade for AICE. Two student pairs did not pass either course.

• Twenty-four Bay County students took both AICE and AP Biology. Nine passed AP

but not AICE and 15 passed neither course.

• Twenty-nine Bay County students took both AICE and AP Physics. Eighteen passed

both courses, 7 passed AP but not AICE, 2 passed AICE but not AP, and two passed

neither course.

• Only 2 of 28 Bay County students who took both AICE and AP Chemistry passed both

courses. One student passed AICE but not AP; the remainder did not pass either one.


• Twenty-nine Bay County students took both AP Latin (Virgil) and AICE Latin

Literature or AICE Latin Language. Sixteen students passed AICE but not AP, and 13

passed both AICE and AP.

Overall, the data show a reasonably close correspondence between AICE and AP

examination grades. Of the 318 pairs of AICE and AP grades in Bay County, 43 contained an

AICE grade of “E.” Twenty-nine of the 43 (67%) passed the corresponding AP exam with a

grade of 3 or better, 14 of the “E” grades were associated with failing AP grades of “1” or “2.”

At present, AICE students are overburdened by having to take AP exams for college credit

and AICE exams for certification and program funding. While the amount of overlap between

AICE and AP varies among courses, students are generally required to study for both with

perhaps a consequent reduction in optimal performance on both exams. In addition, the students

whose records were used here were enrolled in AICE courses being offered for the first or

second time by teachers who were certified but had limited experience in teaching the AICE

content.

Although the data are sparse, the AICE grade of “E” does indicate that student performance

level is generally commensurate with passing AP scores. Continued additional FTE funding of

“E” grades appears to be warranted. In several years, when AICE students no longer have to sit

for both sets of exams, it might be desirable to conduct studies in which the performance of

AICE graduates is compared to that of nonprogram college students in related courses.

Comparison of AICE and IB Self-Reported College Grades

Self-reported college GPAs were obtained from AICE and IB students who graduated from

high school in 1999 and 2000 through the Graduated Student survey. Details of the survey and


its dissemination are given in section two of this report. Table 46 shows the numbers of AICE

and IB respondents to the survey and their GPA means and standard deviations.

Table 46: Numbers of Respondents and Self-Reported College GPA Means and Standard Deviations of AICE and IB Students in Bay and St. Johns Counties

PROGRAM N Mean SD

AICE 14 3.33 .55 IB 18 3.18 .69

Differences between the two programs do not appear to be meaningful. The GPAs of the

two groups are also similar to the mean (3.33) reported by Kolb (1999) for first semester students

at the University of Florida. These similarities lend credence to the self-reported grades since

Kolb’s data were taken from official student records.

Objective Three Summary

The goal of this objective was to determine whether there were important differences

between students in the AICE and IB programs in terms of academic outcomes as they

progressed through high school and, to the extent possible, to determine whether such

differences persisted or manifested themselves after high school. In order to achieve this goal, it

was necessary to determine whether the two groups of students were equal in academic

achievement when they entered high school.

It was also important that comparisons between groups that had been in the programs for the

same length of time be made. The most relevant comparisons that could be made were between

AICE and IB programs in Bay County since the first class of AICE students completed four

years of AICE in 1999. Comparisons based on grades of students in St. Johns and Lake Counties

are less relevant because these students will not complete four years in the program until 2002


and 2003, respectively. Unfortunately, many of the Bay County data pertinent to this study were

not available because changes in computer and operating systems made them irretrievable.

In 1997, Bay County AICE and IB eighth-grade means were available for the reading and

math scores of the California Achievement Test and for Florida Writes! In St. Johns County,

only Florida Writes! means were available for that year. Differences between means were

negligible and it was concluded that AICE and IB groups were highly similar on entrance to the

ninth grade. Data for other years were not available but because of the stringent admission

requirements of both programs, it is highly likely that there were never important systematic

differences between the two groups when they entered the ninth grade.

Outcome differences between AICE and IB groups were studied for grade point and

weighted averages for 9th-grade students, for 10th-grade FCAT scores, for 11th–12th-grade SAT

and ACT scores, and for self-reported college GPAs. It was concluded that no interpretable

important systematic differences were found when AICE and IB students had been in the

program for the same length of time. Some evidence for cumulative program effects was noted.

Student performance on AICE and IB externally administered exams could not be directly

compared. IB students in Bay County were least successful in curriculum groups Language A2,

B, ab initio (Spanish), and Experimental Sciences where more than 50% of the students failed to

make passing scores. In St. Johns County, a large majority of IB students passed exams in all

curriculum groups. Few IB students in either county took courses in the Arts and Electives

curriculum group. In Bay County, a large majority of AICE students passed courses in all three

curriculum groups. Their poorest performances were in the math and science areas. In St. Johns

and Lake Counties, almost all AICE students passed all of the exams they took.


At present only the University of Florida gives credit for AICE exam grades. Students take

AP exams to obtain college credit and AICE exams for AICE certification. A grade of 3 or

above on a five-point scale is usually a passing score for AP exams. Scores of 1 or 2 are failing

grades. AICE exams are graded on a five-point scale (A to E) with “E” being the lowest passing

grade. A sixth category “U” (ungraded) is awarded to failing exams. Relationships between

AICE and AP grades in comparable courses were studied to determine the extent of agreement

between passing AP and AICE grades. A strong correlation between AICE and AP grades in

math and moderate relationships in English and Physics were found. Relationships for other

courses tended to be less obvious because of low numbers of pairs of grades or because of high

failure rates in one or both of the exams. Forty-three of 318 pairs of grades contained an AICE

grade of “E.” Sixty-seven percent (29) contained an AP grade of 3 or better. It was concluded

that overall there is a reasonably close correspondence between AICE and AP grades and that an

AICE grade of “E” is most comparable to an AP grade of 3 or better.


OBJECTIVE FOUR: CONCLUSIONS AND RECOMMENDATIONS

The AICE and the IB are rigorous preuniversity curriculum and examination programs

designed for academically able students. Both are two-year programs for junior and senior high

school students and both offer preprogram curricula for freshman and sophomore students as

preparation for the programs themselves. No differences were found in the selection criteria

between the two programs. Students’ applications for both programs require (1) math and

reading standardized achievement test scores, (2) grade point averages, (3) recommendations

from three teachers, (4) admissions agreement signed by both students and parents, and

(5) personal data.

Both IB and AICE offer well-balanced curricula, high academic standards, practical real-


order thinking skills, including problem solving and creativity. IB presents a broad general

education for students who can function well across the curriculum while providing for

specialization in accord with students’ interests and plans. AICE also provides a broad program

but emphasizes an extremely flexible curriculum that can be tailored to the abilities, interests,

and plans of students.

Both programs rely on internal and external grading procedures to ensure fairness in the

quantification of the challenges of the two programs. In addition to fulfilling auxiliary

requirements (CAS, TOK, EE), IB students must make 24 out of 45 possible points to garner a

diploma. The AICE Certificate is awarded at three levels: (1) Distinction, 46 points or more

(out of 50); (2) Merit, 30 to 45 points; and (3) Pass, 10–29 points. AICE students must pass all

exams and gain at least 10 out of 50 points to obtain a certificate.


A difference between the two programs at the present time is that AICE students must take

both AICE and AP exams or dual enrollment in order to garner college credit. IB graduates can

receive college credit throughout the United States by virtue of their IB diploma or IB course

certificates. AICE students, however, must take AP exams or dual enrollment in order to obtain

any college credit since the AICE program is still generally unrecognized by colleges and

universities. At the present time of the pilot AICE program, the only college accepting AICE

course work is the University of Florida.

A comparison of the programs by cost is challenging, as AICE is only a pilot program. That

is, a cost per student analysis in any given school factors in only approximately 80 students in an

AICE program, compared to an estimated 200 in an IB program. Note that only AICE and IB

programs in Bay, St. Johns, and Lake Counties were studied in this evaluation. Data on costs

were only available from Bay and St. Johns Counties. Program costs, including affiliation,

annual subscription, and student per capita fees, are considerably higher for IB than for AICE.

Costs for affiliation per school are $2,000 for IB (AICE does not charge an affiliation fee);

annual subscription fees per school are $7,300 for IB and $600 for AICE; and per capita full-

time student costs to the district and school are approximately $500 and $250 for IB and AICE,

respectively. However, overall school and district costs per student presently are higher for

AICE than for IB; this is primarily due to the small size of the AICE program in Florida.

In general, student, parent, and teacher satisfaction with both programs was positive.

Students in both programs felt that they were challenged by their participation in the programs,

were well prepared for college, and had improved their skills in such areas as leadership and time

management. Parent statements agreed with those of students and in addition expressed the

belief that students were receiving high-quality instruction from the faculties. Students from


both groups believed that their course work was more demanding than regular course work and

reported higher levels of stress. Common criticisms of parents from both programs also

concerned program-induced stress and high workloads. However, although many students

criticized high workloads, we found a high rate of student involvement in extracurricular

activities (an average of three activities per respondent). Suggestions for program improvement

among AICE students centered around acceptance by colleges and universities and exemptions

from basic courses (such as physical education, life management skills, and health). A few IB

students felt that better guidance was needed concerning CAS, TOK, and EE requirements and

criticized these activities, although not to the extent found in Thomas’ 1987 study.

Although only a small number of responses were received for the AICE and IB graduate

student surveys, the results did indicate some interesting differences between the programs.

While the majority of IB graduates (81%) received credit for high school course work (for up to

11 or more classes), only 55% of AICE graduates received credit (up to 8 classes). As noted

above, most of the college credits received by AICE graduates was not for their AICE course

work, but rather for any AP credits or dual enrollment that they had. About two-thirds (67%) of

AICE graduates complained of experiencing difficulty in obtaining college credit for their AICE

course work, compared to only 35% of IB graduates. However, the majority of graduates from

both programs found the overall benefits of participation worth the effort of participating in the

program, and comments from parents of graduated students in general were also complimentary

to both programs.

Teachers in both programs were well prepared and enthusiastic about their work. Although

few differences were found between the two groups of teachers, more AICE than IB teachers had

graduate degrees or graduate training. AICE teachers had attended fewer teacher-training


workshops and were less satisfied with them than were IB teachers. The fewer teacher-training

workshops among AICE teachers may be due to the newness of the AICE program in the

counties under study. AICE teachers suggested that their program should receive from the

Florida Department of Education and from American Universities recognition and treatment

equal to those accorded the IB program. Several IB and AICE teachers felt that IB and AICE

students are subjected to high levels of program-induced stress. A greater percentage of IB

teachers than AICE teachers, however, felt that participating students experience high levels of

program-induced stress, indicating that there is probably a real difference in this aspect of the

two programs.

In order to determine whether there were important differences between students in AICE

and IB programs in terms of academic outcomes as the students progressed through high school,

it was important to determine whether the two groups of students were equal in academic

achievement when they entered the two programs. No systematic differences were found

between AICE and IB groups upon entrance into the ninth grade in 1998. It was also important

that the comparisons between groups that had been in the programs for the same length of time

be made. Thus, the most relevant comparisons that could be made in the present study were

between AICE and IB programs in Bay County in which students had completed four years in

their respective programs in 1999 and 2000. Comparisons based on student outcomes in St.

Johns and Lake Counties are less relevant because their students will not complete four years in

the program until 2002 or 2003, respectively. Unfortunately, many of the Bay County data

pertinent to this study were irretrievable due to changes in Bay County’s data storage systems.

No major systematic differences in outcomes were noted when AICE and IB groups had

been in their programs the same length of time. IB standardized test means were higher than


AICE means when IB students had been in the program longer than AICE students. In one

instance, IB means were greater than AICE means when AICE students had been in the program

for only one year, but these differences disappeared when AICE students had been in the

program for two years. In one year, ninth-grade AICE students had substantially higher mean

grade point averages than IB students. This difference was uninterpretable because many factors

or combinations of them could have produced these results.

In addition, a comparison of self-reported college GPAs from the graduates of the two

programs did not reveal any meaningful differences. The reported GPAs of the two groups were

also similar to the IB results reported by Kolb (1999) for first semester students at the University

of Florida. These similarities lend credence to the self-reported grades in this study since Kolb’s

data were taken from official student records.

Recommendations

No major differences were found between the two programs among the comparisons made

in this study, such as program prerequisites; grading procedures; student, parent, and teacher

satisfaction; and student outcomes. The most important differences to be found were the

difficulty that AICE graduates presently face in obtaining college credit compared to IB

graduates, the higher program costs of IB, and the greater flexibility in the AICE curriculum.

A general recommendation for the Florida Legislature and the Florida Commissioner of

Education is that the AICE program be given recognition and treatment equal to that given to the

IB program. The pilot program designation should be removed and full status should be

accorded the program.

The following specific recommendations are made:

1. Enrollment restrictions for AICE should be removed.


2. The AICE program should continue to receive the funding for supplemental FTE that it

now enjoys:

Enrollment in a full-credit AICE course with a grade of 2 (E) or

higher—.24 additional FTE

Enrollment in a half-credit AICE course with a grade of 1 (E) or

higher —.12 additional FTE

Receipt of the AICE Certificate —.30 additional FTE

(Mosrie, 1998)

3. Bright Futures Scholarships should be guaranteed to AICE certificate holders when they

apply for them.

4. The AICE program should be described in the Course Code Directory. Pre-AICE and

AICE courses should be given their own numbers in the Course Code Directory and in

the Counseling for Future Education Handbook.

5. Florida universities and colleges should be encouraged to accept AICE exam results

based on the AICE scale for passing scores for credit in the same way that AP and IB

exam results are accepted.

6. Course forgiveness policies (no requirement for personal fitness, etc.) for AICE should

be the same as for IB in schools in which these programs are located.

7. The AICE program’s progress in gaining acceptance of AICE certificates for college

credit from American universities and colleges should be monitored.

A final recommendation to the Legislature and Commissioner of Education is that a

statewide study be made comparing AICE, IB, and other acceleration programs; for example, the


AP program. This study should examine the costs of these programs compared with student

outcomes at the college level.

It is recommended that schools considering implementation of either AICE or IB take into

account the following differences between the two programs:

1. At present, except for the University of Florida, the AICE certificate or supplementary

GCE certificates are not automatically accepted for course credit at colleges and

universities in the United States. IB students can obtain college credit at many

universities with their diplomas or exam certificates.

2. Direct program costs (affiliation, annual, and student per capita costs) are considerably

higher for IB than AICE. This could be of major importance in small counties that do

not anticipate large enrollments in IB and, hence, do not generate large amounts of

supplementary FTE.

3. Educational philosophies of the programs are somewhat different. Both AICE and IB

emphasize broad preparation for all students, but AICE allows more flexibility in

individual student programs.


REFERENCES

AICE Implementation Meeting. (October 20, 1997). Florida Department of Education.

Advanced International Certificate of Education [AICE] Office. (1996). An Introduction.

Cambridge: University of Cambridge.

AICE Office. (1997). An Introduction. Cambridge: University of Cambridge.

AICE Office. (1999). AICE Syllabus Synopses. Cambridge: University of Cambridge.

Bennet, K. (2000), Florida Department of Education. Personal communication.

Brown, K. (June 2000). Bay County IB Coordinator. Personal communication.

Cambridge International Examination (CIE). [On-line]. Available: http://www.cambridge-

international-exams.org.uk/home.html.

The College Board. (1999). A Guide to the Advanced Placement Program. Princeton, NJ:

Educational Testing Service.

Carson, E. W. (1990). The IB Curriculum and Performance in College. Mimeo.

Blacksburg, VA: Virginia Polytechnic Institute and State University.

Florida Statute 236.081(1)(k). (1999). Florida Statutes Title XVI: Chapter 236: Finance

and Taxation; Schools. [On-line]. Available: http://www.leg.state.fl.us.

Florida Statute 240.115. (1999). Florida Statutes Title XVI: Chapter 240: Postsecondary

Education. [On-line]. Available: http://www.leg.state.fl.us.

Florida Statute 240.116. (1996). Florida Statutes (Supplement 1996): Chapter 240:

Postsecondary Education. [On-line]. Available: http://www.leg.state.fl.us.

International Baccalaureate Organisation (IBO). (n.d.). IBO. Geneva, Switzerland:

Author.


IBO. (1992). Language A1 Guide. Geneva: Author.

IBO. (1996a). Biology. Geneva: Author.

IBO. (1996b). History. Geneva: Author.

IBO. (1997a). Mathematical Methods Standard Level. Geneva: Author.

IBO. (1997b). Mathematical Studies Standard Level. Geneva: Author.

IBO. (1998a). Mathematics Higher Level. Geneva: Author.

IBO. (1998b). Vade Mecum: Procedures Manual for IB Coordinators and Teachers. May

and November 1999 Examination Sessions. Geneva: Author.

IBO. (1999). IB Teacher Training Workshop: Coordination. St. Petersburg, FL.

IBO. (2000a). “About IBO.” [On-line]. Available:http://www.ibo.org/ibo/english/

aboutib.htm.

IBO. (2000b). “Diploma Programme.” [On-line]. Available:http://www.ibo.org/ibo/

english/diploma.htm.

Jesse , A. (1998). The IB Student at William and Mary. Mimeo. Williamsburg, VA:

College of William and Mary.

Kennedy, R. (2000). “IB and AP: A Matter of Excellence.” Your About.com Guide to

Private Schools. [On-line]. Available: http://privateschool.about.com/education/privateschool/

library/weekly/aa120699.htm?rnk=r2&terms=%22International+Baccalaureate%22.

Kolb, W. (1999). “Performance of students from IB schools at the University of Florida.”

In IB Teacher Training Workshop: Coordination. St. Petersburg, FL.

Milwaukee Public Schools. “Rufus King School for the College Bound.” High School

Grid. [On-line]. Available: http://www.milwaukee.k12.wi.us/020.htm.

Mosrie, D. (1998). Advanced Certificate of International Education (AICE).


Memorandum, Florida Department of Education. Tallahassee, FL: Florida Department of

Education.

Office of Program Policy Analysis and Government Accountability. (1996). Florida’s

Education Funding System, Report No. 95-50. [On-line]. Available:

http://www.oppaga.state.fl.us/reports/educ/r95-50s.html.

Office of Public School Choice. (1998). Florida Program Note: International

Baccalaureate (IB) Diploma Program. Tallahassee, FL.

Skaggs, C. (1995, October 16). University of Cambridge. Letter.

Snyder, J. (2000, July). Bay County Budget Officer. Personal communication.

Snyder, J., & Reach, S. (2000, August). Bay County Budget Officer and Bay High School

AICE Coordinator, respectively. Personal communication.

Thomas, P. (1987). IB Diploma Holders Research Project: Progress Report. Geneva,

Switzerland.

Villadoniga, L. (2000, April 25). St. Johns County IB Coordinator. Personal

communication.


APPENDIX A:

COMPARISON OF IB AND AICE SYLLABUS CONTENT

IN SAMPLE SUBJECTS

Key Words in Sample Language A1 and English/First Language Spanish Syllabus Materials IB AICE LANGUAGE A1 ENGLISH/FIRST LANGUAGE SPANISH Notes from aims: • appreciate literature and literary criticism • develop oral and written expression • know works of different periods, genres, styles,

contexts, cultures, and languages • study literature to appreciate and understand

relationships between different works • engage in close, detailed analysis of written text • develop joyful and lifelong interest in literature

Notes from objectives: • engage in independent literary criticism • express ideas with clarity, coherence, conciseness,

precision, and fluency • discriminate effective register (vocabulary, tone,

sentence structure, and idiom) and style • know individual works, interrelationships,

similarities and differences between literary works of different ages/cultures

• engage in independent textual commentary for familiar and unfamiliar works

• appreciate structure, technique, style of different authors and their effects

• structure ideas and arguments, orally and in writing, with support of precise and relevant examples

Notes from assessment criteria: • understand thought and feeling in text • interpret ideas and illustrate claims • identify literary features such as diction, imagery,

tone, structure, style, and technique • organize ideas, examples, and references • express relevant personal response • observe conventions such as paragraphing,

grammar, spelling, citation of references • express critical thinking and originality

Notes from aims: • express sensitivity to one’s own language and the

language of others • express an appreciative and informed imaginative

response to literature, prose, poetry, and drama • express appropriate communication in speech and

writing

Notes from assessment objectives: • write lucidly and coherently • comment on effectiveness of writing of others and

self • recognize and comment on themes and literary

techniques • respond to previously unseen written material • know structure of language; language as a means

of communication; relationship of language to society, thought, and experience; know content of literary texts and contexts

Notes from curriculum content: • summarize, explain, compare and contrast, and

evaluate complex material • appreciate, explore, and respond to underlying

meaning and implications • recognize author’s stated and implicit attitude • structure thought with language and argumentative

links • develop and exemplify ideas • clearly state own opinions • recall and select events and descriptive detail • make links between ideas not immediately

considered comparable • imagine events, setting and character in a

convincing way • use simple and complex sentence structures • use short and longer words, figurative language,

and associative language • use appropriate language styles for genre, context,

and audience • spell and punctuate with awareness of grammatical

conventions


Key Words in Language B/Foreign Language Syllabus IB AICE LANGUAGE B LANGUAGE Aims and objectives: • communicate accurately and effectively in

speech and in writing within a range of contexts • understand and respond to the language

demands of transactional and social contacts • develop a sound linguistic base for further

study, work, and leisure • develop insights into the culture of the

countries where the language is spoken • express joy, creativity, and intellectual

stimulation in study of the target language • respond to day-to-day communication

demands: obtaining, processing, and evaluating information from written and oral sources; communicating in formal and informal situations; making social and professional contacts with the people of the country where the language is spoken; expressing views, opinions, feelings; recognizing implicit meanings and attitudes

• speak and write with accuracy, variety, understanding, and sensitivity

• respond appropriately in the target language at lectures, seminars, tutorials, practical work, or when reading literary and on-literary texts or writing notes, essays, and reports

• demonstrate awareness and appreciation of perspectives from other cultures through study of various texts and social interactions

• demonstrate how language embodies cultural differences

Notes from assessment criteria: • express clear and meaningful

messages/arguments relevant to the task • develop and link ideas cohesively in logical and

well-developed structures • accurately and fluently use vocabulary, idiom,

spelling/writing with authentic expression (not labored, inaccurate, or incorrect)

• express perspectives of a message/argument with appropriate examples in a convincing style

• clearly structure ideas, with linkages, cohesive devices, and register and style appropriate for the task (not haphazard or undeveloped)

• express vocabulary, idioms, grammar, and phrases with accurate spelling/writing

• express message/ideas with factual support in comprehensive, relevant, convincing, and imaginative style

• engage in conversation/dialogue with coherent flow and reflection of detail/nuance

Aims and assessment objectives: • understand the spoken and written forms of the

language from a variety of registers • communicate confidently and clearly in the

language • develop skills, language, and attitudes to use in

further study, work, and leisure • develop insights into the culture of countries

where the target language is spoken and contact with the culture

• express enjoyment, positive attitudes, and intellectual stimulation with foreign language learning

• understand written texts in contemporary language, drawn from sources such as magazines, newspapers, official documents, and imaginative writing

• understand spoken language in a range of contexts such as radio news items, broadcast short stories, announcements, studio discussions, and recorded talks

• understand native and non-native speakers of the target language when in conversation, when interviewed, or when reacting to argument and debate

• choose appropriate examples of lexis and forms of expression in the target language

• exchange views and opinions in the language and sustain a conversation

• compose ideas in a coherent sequence in the target language

Notes from curriculum content: • express ideas, opinions and factual points, in a

full, lively, articulate, fluent, accurate, and well-organized presentation of a topic

• engage in conversation to discuss topics of current or special interest with comprehension, responsiveness, accuracy, fluent expression of concepts, appropriate and confident use of vocabulary and structures to express ideas and to offer and seek opinions as appropriate


Situations and sources for communication in the syllabus materials vary somewhat and appear in the following table. Communication Demands IB Communication Sources and Situations AICE Communication Sources and Situations Obtain, process, and evaluate information from written and oral sources in formal and informal situations

Respond to magazines, newspapers, official documents, and imaginative writing

Make social and professional contacts with people of the country where the language is spoken

Respond to radio news items, broadcast short stories, announcements, studio discussions, and recorded talks

Express views, opinions, and feelings, and recognize implicit meanings and attitudes

Respond to native and non-native speakers in conversation, interviews, arguments, and debates

Respond appropriately when attending lectures, seminars, tutorials, practical work, or when reading literary and non-literary texts or writing notes, essays, and reports

Exchange views and opinions to sustain a conversation

Study a variety of texts and social interactions Compose ideas in the target language in an organized presentation

Express message and argument Discuss topics of current or special interest

Key Words in Sample History Syllabus

IB AICE HISTORY HISTORY Notes from aims: • acquire and understand historical knowledge in

breadth and depth across different cultures • appreciate and understand history as a

discipline, including nature and diversity of sources, methods, and interpretations

• express awareness, understanding, and empathy of people in diverse places and times

• develop a better understanding of the present through an understanding of the past

• appreciate the historical dimension of the human condition

• use and communicate historical knowledge • develop a lasting interest in history

Notes from objectives: • acquire, select, and use historical knowledge • present clear, concise, relevant, and

substantiated arguments • evaluate, interpret, and use source material

critically as historical evidence • identify and evaluate approaches to, and

interpretations of, historical events and topics • explain causes and effects of historical

continuity and change

Notes from syllabus and assessment details: • analyze and describe: causes, practices, and effects of war

(origins of twentieth-century war, nature

Notes from aims: • express interest and enthusiasm in the past • acquire and understand knowledge of the past • express awareness of nature of historical sources and

understand their uses as evidence • understand cause and consequence, continuity and

change, similarity and difference • develop a sound basis for further study and pursuit of

personal interest in History • develop international understanding • develop linguistic and communication skills

Notes from assessment objectives: • construct explanations of historical phenomena,

developments, and events • express cause and consequence, change and continuity,

similarity and difference • express intentions, motives and beliefs of people • express relationship of present events to historical roots • use critically a range of books and/or other relevant

materials to construct explanations of historical phenomena, developments, and events

• interpret and evaluate historical source materials as evidence

Notes from curriculum content: • analyze and describe: conflict (superpowers, regional conflicts, and

terrorism) economic development


of war, combatants and war; political, social, and economic effects)

nationalist and independence movements, decolonization, challenges facing new states

rise and rule of single-party states (origins; ideologies; organization; leadership; successes; failures; role of education, arts, and media; treatment of social and religious groups, impact on world affairs)

establishment and work of international organizations

Cold War (origins, nature, ideology, spheres of influence, political and economic responses, worldwide developments, social and cultural consequences)

state and its relationship with religion and minorities (religion as a political factor, interaction with social, economic, cultural, and gender issues, minorities; conflicts; self-determination)

independence movements and decolonization race relations ideology and belief (communism, capitalism,

religion, nationalism) international cooperation (world organizations,

regional organizations)

Key Words in Sample Biology Syllabus

IB and AICE materials contain content specifications of much greater detail than in the following summary.

IB AICE BIOLOGY BIOLOGY Notes from aims: • accomplish scientific study and creativity within

global contexts • know, apply, and use science and technology

methods and techniques • analyze, evaluate, and synthesize scientific

information • collaborate and communicate during scientific

activities • develop experimental and investigative skills • consider moral/ethical, social, economic, and

environmental implications • understand relationships between scientific

disciplines and scientific method

Notes from objectives: • understand, apply, and use scientific facts,

concepts, methods/techniques, terminology, methods of presenting scientific information

• construct, analyze, and evaluate hypotheses, research questions, predictions, methods/techniques, procedures, explanations

• cooperate, persevere, and demonstrate responsibility for effective scientific investigation

Notes from aims: • understand biological facts and principles • appreciate contribution of Biology to society • develop awareness of need for long-term

conservation of species and habitats • understand scientific method and its application • recognize beneficial and detrimental effects of

applications of Biology on the individual, community, and environment

• appreciate transcendence of biological science across national boundaries

Notes from assessment objectives: • know and understand— scientific phenomena,

facts, laws, definitions, concepts, theories; vocabulary, terminology, conventions (symbols, quantities, units); instruments and apparatus; techniques of operation and aspects of safety; quantities and their determination; scientific and technological applications

• use words or other written forms of presentation to: locate, select, organize, and present

information from a variety of sources translate information from one form to another


and problem solving • demonstrate manipulative skills to do scientific

investigation with precision and safety • accomplish various investigations

manipulate numerical and other data identify patterns, report trends, and draw

inferences present reasoned explanations of phenomena,

patterns, and relationships make predictions and hypotheses solve problems including some of a qualitative

nature • demonstrate skills to: carry out experiments with appropriate

techniques, following instructions, handling apparatus competently with due regard for safety

record observations, readings, measurements in appropriate form (drawings, diagrams, charts, tables, graphs)

evaluate data generated by their own practical work

design and carry out experiments (based on concepts familiar to the student) and suggest alternative procedures/equipment and/or modifications in the light of experience

Key Words in Sample Syllabus Materials for Mathematics

IB AICE MATHEMATICS MATHEMATICS, FURTHER MATHEMATICS, STATISTICS Notes from aims for standard and higher levels (aims are identical for each level): • appreciate the international dimensions of

mathematics and the multiplicity of its cultural and historical perspectives

• develop enjoyment from engaging in mathematical pursuits; appreciate the beauty, power, and usefulness of mathematics

• develop logical, critical, and creative thinking in mathematics

• develop mathematical knowledge, concepts, and principles

• use and refine the powers of abstraction and generalization

• develop patience and persistence in problem solving

• develop awareness of and use the potential of technological developments in a variety of mathematical contexts

• communicate mathematically, both clearly and confidently, in a variety of contexts

Notes from objectives for standard and higher level Mathematics: • know and use mathematical concepts and

Notes from aims for Mathematics and Further Mathematics (aims are identical for each course): • develop mathematical knowledge and skills to a

level of confidence, satisfaction, and enjoyment • understand mathematical principles; appreciate

mathematics as a logical and coherent subject • apply mathematical skills in the context of

everyday situations and other subjects • analyze problems logically; recognize when and

how to represent a situation mathematically; identify and interpret relevant factors and select methods to solve them

• use mathematics for communication with emphasis on clear expression

• reason logically to generalize and to prove • acquire mathematical background necessary for

further study in this and related subjects

Notes from aims for Statistics: • develop statistical knowledge to a level of

confidence, satisfaction, and enjoyment • understand the processes involved in collecting,

analyzing, and presenting data, based on the practical use of real data

• acquire knowledge of elementary statistical ideas,


principles • read and interpret a given problem in appropriate

mathematical terms • organize and present information/data in tabular,

graphical, and/or diagrammatic forms • use appropriate notation and terminology • formulate and communicate a mathematical

argument clearly • select and use appropriate mathematical techniques • understand the significance and reasonableness of

results • recognize patterns and structures in various

situations; draw inductive generalizations • demonstrate understanding of and competence in

practical applications • use appropriate technological devices

methods and terminology, especially as applied to everyday life and in world issues

• recognize that statistical data may be subject to errors or uncertainties and develop a critical approach to drawing conclusions

• use statistical terminology for communication with emphasis on clear expression

• use appropriate problem-solving techniques • present mathematical work and communicate

conclusions in a clear and logical way

The IB program includes the topics listed in the following chart. In the syllabus

materials, the higher level booklet contains content identical to the standard level materials, with the addition of content for the topics designated as higher level only. For example, the only unique content contained in the higher level syllabus for the core topics concerns the topics of Probability and Matrices and Transformations. The rest of the material duplicates the content from the standard level syllabus.

Core Options Standard and Higher Levels Numbers and Algebra Functions and Equations Circular Functions and Trigonometry Vector Geometry Statistics Calculus Higher Level Probability Matrices and Transformations

Standard Level Statistical Methods Furthur Calculus Further Geometry Higher Level Statistics Sets, Relations, and Groups Discrete Mathematics Analysis and Approximation Euclidean Geometry and Conic Sections

Portfolio Standard and Higher Levels Mathematical Investigation Extended Closed-Problem Solving Mathematical Modeling Higher Level Mathematical Research

The AICE program organizes the curriculum sections into parts with the following

specific themes. The syllabus details in the AICE program are organized to correspond to each theme and do not duplicate the content presented in other sections.


Mathematics Part 1 Polynomials Identities, equations, and inequalities Indices and proportionality Sequences Graphs and coordinate geometry Vectors Functions Logarithmic and exponential functions Circular measure Trigonometrical functions

Part 2 Differentiation Integration Applications of calculus First order differential equations Numerical methods Probability

Further Mathematics Part 1 Sequences and series The modulus function Rational functions and graphs Trigonometrical functions Complex numbers Vectors Differentiation and integration

Part 2 Discrete probability distributions The normal distribution Sampling Hypothesis tests

Part 3 Forces and equilibrium Rectilinear motion Motion of a projectile Newton’s laws of motion Momentum and impulse Energy, work, and power

Mathematics: Statistics Collection of data Data representation Measures of central tendency and dispersion Index numbers and time series Bivariate data Probability


APPENDIX B:

COMPARISON OF SAMPLE IB AND AICE EXAMINATIONS

Sample Language A1 and English/First Language Spanish Examination Requirements

IB AICE STANDARD LEVEL EXAMINATION TIME: 3 HOURS FULL CREDIT PAPER 1 EXAMINATION TIME: 2 HOURS SECTION A: Write a commentary on ONE: one and two-thirds pages of narrative or one page of poetry. Each text passage includes four questions to guide development of the commentary. The task requires interpretation of meaning and analysis of information and concepts.

PART ONE: Answer one of six questions about the importance or value of different social concepts.

SECTION B: Write an essay on ONE, choosing from two questions each about twentieth-century theatre, art of the novel, the novel and society, art of drama, contemporary writing, lives (autobiographical writing). The task requires interpretation of meaning and analysis of information and concepts. The essay must be based on at least TWO of the works studied and references to other works are allowed. The students must be able to recall the references from memory since they are not listed as part of the questions.

PART TWO: Answer ONE set: choose from three questions that concern about a page and a half of a narrative, or from two questions that concern two passages expressing somewhat different perspectives, each taking about a half a page. The task requires comparison and contrast of ideas and analysis of language style. This part is identical to PART ONE of the HALF-CREDIT EXAMINATION.

HIGHER LEVEL EXAMINATION TIME: 4 HOURS PAPER 2 EXAMINATION TIME: 3 HOURS SECTION A: Write a commentary on ONE: a page of narrative, or a page of poetry, and a paragraph from a story. Number of words for the commentary is not specified.

PART ONE: Write a commentary on ONE: a page and a half of narrative or a page of poetry. This task requires interpretation of meaning and analysis of writing style.

HIGHER LEVEL SAMPLE EXAM: Write an essay on ONE: two questions each about twentieth-century theatre, art of the novel, the novel and society, art of drama, contemporary writing, lives (autobiographical writing). (These questions require references to at least two of the works studied, and allows references to other works.)

PART TWO: Answer any TWO questions from two different sections: eight each about prose, poetry, and drama titles and authors. This examination gives the names of authors and titles followed by questions that relate to the references. The questions require analysis and judgement. In this format, examinees do not need to recall the references from memory. This part is identical to PART TWO of the HALF CREDIT 2 EXAMINATION.

HALF CREDIT PAPER 1 EXAMINATION: 2 ½ HOURS PART ONE: This part is identical to PART TWO of the

FULL CREDIT PAPER 1 EXAMINATION. PART TWO: This part is identical to PART TWO of the

FULL CREDIT PAPER 2 EXAMINATION.

Language A1, English/First Language Spanish. For the subject of English, both the IB and AICE examinations provide sample text passages about which questions are asked. These questions require reflection on concepts, application of rules, recall of information, and critical thinking or evaluation. Both require essay and short-answer constructed responses. Both give examinees choices about which questions to answer.

The IB and AICE examinations for English both require judgements with explanations, commentary on use of language in sample passages, reflection on imagery and diction, use of


reference notations, reflection on contrasting imagery, analysis of development and importance of characters, and comparison of writing styles. Both sets of examinations require citation of examples or reference notations.

Content for sample AICE and IB examinations includes comprehension of information and ideas conveyed in different narrative selections, character analysis, analysis of text and themes, classification of types of literary works, comparison and contrast of writing styles, composition, and commentary. The IB and AICE examinations have somewhat different formats. The IB examination contains sections on “Twentieth Century Theatre,” “Art of the Novel,” “The Novel and Society,” “Art of Drama,” “Contemporary Writing,” “Lives (Autobiographical Writing)”. The AICE examination contains sections on “Prose,” “Poetry,” and “Drama.”

Sample Language B/Foreign Language Examination Requirements

IB AICE STANDARD LEVEL EXAMINATION TIME: 1HOUR 30 MINUTES

PAPER 2 EXAMINATION TIME: 45 MINUTES

Write a 250-word essay on one of six issues. The task requires demonstration of writing skills and analysis of concepts.

FIRST SECTION: Listen to three announcements and answer all questions. Answers require comprehension of meaning from each announcement. Questions are short answer, true-false, and matching.

STANDARD LEVEL EXAMINATION TIME: 1 HOUR 30 MINUTES: Read sample narrative selections and answer all questions. Answers require search and classification of information, comprehension of meaning, and some critical thinking. The questions are short answer, matching, and multiple choice.

SECOND SECTION: Answer questions about a written conversation. Answers require comprehension of meaning and analysis of some of the information in the conversation. Questions are short answer.

HIGHER LEVEL EXAMINATION TIME: 1 HOUR 30 MINUTES PAPER 3 EXAMINATION TIME: 1 HOUR 30 MINUTES Read sample narrative selections and answer all questions. Answers require search and classification of information, comprehension of meaning, and some critical thinking. The questions are short answer, matching, and multiple choice. The content is more complex and difficult than the standard-level examination.

Read two different sample texts and answer all questions. Answers require comprehension of information and concepts and analysis of issues presented in the sample text materials. The questions are true-false, multiple choice, short answer, and essay. The essay question requires 100–130 words.

HIGHER LEVEL EXAMINATION TIME: 1 HOUR 30 MINUTES Write a 400-word essay on one of six issues. The task requires demonstration of writing skills, analysis and arrangement of ideas and concepts.

Notes: (1) AICE “First Language Spanish” examinations correspond to the examination format for English as a first language. (2) IB examinations for French (Standard and Higher Levels) include questions that require analysis of writing styles and literary forms, as well as comprehension of themes and information. Format includes sample texts about which questions are asked. Content for sample texts include literary and poetry forms, environmental issues, mountain climbing, a social-political appeal, issues related to sports, a political cartoon, and a commentary on work and salaries. Questions also cover forms of poetry, novels, men and women writers, narrative techniques, and evolution of theatre. AICE sample examinations for French (Papers 2 and 3) include a listening section, as well as a reading and writing section. Answers require comprehension of meaning by completing charts, true-false questions, multiple-choice items, and short-answer items. Both sets of examinations include an essay question for composition skills. Content includes listening comprehension of a television report, horoscope, publicity appeal, and news report. Content for reading and writing includes a commentary on changes through the year 2000 and on work and salary conditions. (3) The IB examinations (Standard and Higher Levels) contain a greater variety of sample texts about which questions are asked. Questions appear in a variety of formats to assess comprehension, including charts and advertisements, and include essay questions that also require analysis of concepts. The IB essay questions (250–400


words) tend to be longer than the AICE essay questions (150 words). AICE sample examinations for German (Papers 2 and 3) include a listening section, as well as a section on reading and writing. Questions include true-false, matching, and short answer. Sample texts also are included about which questions are asked. Answers to questions require comprehension of meaning. An essay question requires analysis of ideas and concepts, too. (4) AICE sample examinations for Mandarin Chinese and Portuguese had no comparable counterparts in the sample examinations for IB.

Language B/Foreign Languages. For the second language subjects, both the IB and AICE examinations provide written passages about which questions are asked. The IB sample examinations for Spanish (Language B) include longer essay passages (e.g., a 400-word essay for IB and a 100–130-word essay for AICE). The AICE examination also includes assessment of listening skills. The AICE sample examinations contain a greater variety of questions. Regardless of format, most of the questions focus on recall and comprehension of meaning. A few questions engage the examinees in reflective analysis of simple concepts contained in selected passages.

Sample History Examination Requirements

IB AICE HIGHER AND STANDARD LEVEL, PAPER 1 EXAMINATION TIME: 1 HOUR

PAPER 1, THE WORLD SINCE 1945 EXAMINATION TIME: 2 HOURS 30 MINUTES

Answer all four questions on either Section A, or B, or C. Each section covers a different set of historical events related to different geographical regions spanning the years from 1917 through the end of 1946. Each contains several source documents about which questions are asked. Answers to questions require analysis of concepts, critical thinking, and evaluation of issues.

Answer THREE questions, each from a different theme. Choose from two questions for each theme (conflict, economic development, independence movements and decolonization, race relations, ideology and belief, and international cooperation). The questions require brief essay responses. The answers require analysis of issues and judgement.

HIGHER AND STANDARD LEVEL, PAPER 2 EXAMINATION TIME: 1 HOUR 30 MINUTES

Answer 30 questions, 5 on each of 6 Twentieth Century World History Topics (causes, practices and effects of war; nationalist and independence movements, decolonization and challenges facing new states; the rise and rule of single-party states; the establishment and work of international organizations; the Cold War; the state and its relationship with religion and with minorities). The questions are short answer. The answers require analysis of issues and judgement.

HISTORY-AMERICAS, HIGHER LEVEL, PAPER 3, EXAMINATION TIME: 2 HOURS 30 MINUTES

PAPER 2, THE WORLD SINCE 1945 EXAMINATION TIME: 2 HOURS


Answer 25 questions. The questions are short-answer. The answers require fast recall of information as well as analysis of issues and judgement.

Answer all SIX questions using the sources specifically cited with the question. The background information and any of the 9 source documents provided with the examination also may be referenced. Each source document, such as sample news releases, takes from about a third to a half of a page (total of 4 pages). The questions require analysis of issue and judgement.

HIGHER LEVEL, HISTORY-AFRICA, HISTORY-SOUTH ASIA AND THE MIDDLE EAST (INCLUDING NORTH AFRICA), HISTORY-EAST AND SOUTHEAST ASIA AND OCEANIA, AND HISTORY-EUROPE (EACH AS PAPER 3) Follow the same format and have the same number of questions requiring analysis of issues and judgement. The time for each is 2 HOURS 30 MINUTES.

History. For the subject of History, both the IB and AICE examinations provide source

documents related to major historical events or news reports about which questions are asked. The examinees must read the source documents and questions, then analyze and form judgements to explain specific ideas contained in the documents. The IB examination format includes excerpts from source documents along with the questions, whereas the AICE examination format provides source documents separately. Both sets of sample examinations include questions organized around major themes.

The topics of the sample examinations reviewed from the IB and AICE are not directly comparable. For example the AICE sample examinations cover “The World since 1945” while the IB examinations cover the same time period plus the history of specific countries.

The IB and AICE examinations seem to focus equally on analysis and judgement. The IB format requires fast recall of information in addition to analysis and judgement and requires coverage of more specific issues. The AICE format requires greater synthesis of ideas, longer responses to fewer questions, and use of source documents.

Content for IB examinations includes events of political and economic acts of revolution; foreign policy and origins of the Second World War; the Cold War; causes, practices, and effects of war; the rise and rule of single-party states; the establishment and work of international organizations; and factors affecting colonization. Content for the AICE examinations includes events of historical conflict, economic development, independence movements and decolonization, race relations, ideology and belief, international cooperation, and political actions—terrorism, resistance, hijackings.

Sample Biology Examination Requirements

IB AICE STANDARD LEVEL, PAPER 1, EXAMINATION TIME: 43 MINUTES

BIOLOGY, PAPER 1, CORE, EXAMINATION TIME: 2 HOURS

Answer EACH of 30 multiple-choice questions. Answers require fast recall of information and procedural knowledge, interpretation of graphs, application of concepts and rules, and analysis of data.

SECTION A: Answer FIVE questions, each spanning 1–2 pages and containing multiple parts. Responses require analysis of data, recall of procedural knowledge, recall of other verbal information, classification of concepts, analysis of experimental procedures and result, and analysis of chemical processes. Questions are short answer format.

STANDARD LEVEL, PAPER 2, EXAMINATION TIME: 1 HOUR


SECTION A: Answer THREE multipart short-answer questions. Answers require analysis of data and graphs, recall and application of concepts and rules, and analysis of biological processes.

SECTION B: Answer TWO of four 2-part questions. Answers require recall of verbal information and some analysis of concepts and rules. Questions are short-answer/brief essay format.

SECTION B: Answer ONE of three multipart essay questions. Answers require recall of information. STANDARD LEVEL, PAPER 3, EXAMINATION TIME: 1 HOUR 15 MINUTES

PAPER 2, EXAMINATION TIME: 1 HOUR 30 MINUTES

Answer THREE multipart short-answer questions for THREE of seven options: A—Diet and Human Nutrition; B—Physiology of Exercise; C—Cells and Energy; D—Evolution; E—Neurobiology and Behaviour; F—Applied Plant and Animal Science; G—Ecology and Conservation. Answers require recall of information, analysis of concepts and data, application of rules, and formation of judgements.

Answer THREE multipart short-answer questions in Section A, ONE of two multipart short-answer/brief essay questions in Section B, and ONE experimental design essay question in Section C for ONE of three options: 1—Microbiology and Biotechnology; 2—Human Health and Disease; 3—Applied Plant and Animal Biology. Section A answers require interpretation of data, recall of information, application of concepts and rules. Section B answers require recall of information, recall of procedural knowledge, and analysis of various biological processes. Section C requires design of a laboratory experiment including analysis of method, apparatus, observations, and how to draw conclusions.

HIGHER LEVEL, PAPER 1, EXAMINATION TIME: 1 HOUR

Answer 40 multiple-choice questions. Answers require fast recall of information, application of concepts and rules, and interpretation of data and graphs.

HIGHER LEVEL, PAPER 2, EXAMINATION TIME: 2 HOURS 15 MINUTES

Answer THREE multipart short-answer questions in Section A and TWO of four multipart short-answer questions in Section B. Section A answers require analysis of data, analysis and classification of concepts, analysis of judgements, and experimental design. Section B answers require recall of information.

PAPER 4, PRACTICAL TEST, EXAMINATION TIME: 1 HOUR 30 MINUTES Answer TWO multipart short-answer questions. Answers require compliance with experimental procedures, recording of observations and procedures, analysis of observations and conclusions, calculation of results, plotting of data, and classification of concepts. The last section of this sample examination includes a report form to be completed by the teacher describing any substitutions or physical limitations in use of equipment and materials along with any other related comments.

HIGHER LEVEL, PAPER 3, EXAMINATION TIME: 1 HOURS 15 MINUTES

Answer THREE multipart short-answer questions for TWO of 5 options: D—Evolution; E—Neurobiology and Behaviour; F—Applied Plant and Animal Science; G—Ecology and Conservation; H—Further Human Physiology. Answers require recall of information, analysis of concepts and data, application of rules, and formation of judgements.

Notes: (1) The AICE sample examinations did not include a Paper 3. (2) The IB includes an examination with sections on Higher Organic Chemistry, Higher Physical Chemistry, Human Biochemistry, Environmental


Chemistry, Chemical Industries, Fuels and Energy, and Further Organic Chemistry. AICE sample examinations for Chemistry include a practical test. AICE includes an examination with sections on Phase Equilibria, Biochemistry, Spectroscopy, and Environmental Chemistry. Both the AICE and IB sample examinations require recall of information and application of concepts and rules, including interpretation of formulae and equations. IB examination topics include acid-base, aqueous solutions, boiling point, boiling points, bonding, bonds, buffer solution, calculations, catalyst, chemical reactions, coefficient, decomposition, electrical conductors, electron configuration, electronic structure, elements, enthalpy, enzymes, equations, equilibrium, formulae, gas reactions, global warming, hormones, intermolecular form, isomers, isotope, justification, minerals, molecule, molecules, nuclear reactions, organic compounds, oxidation, periodic table, photosynthesis, pollutants, protein structure, reactants, spectroscopic analysis, thermal, catalytic, and hydrocracking, thermodynamics, and water solubility. AICE examination topics include absorption, acids, allotropes, amino acids, anions, aqueous cations, atomic mass, bonding, catalyst, CFCs, chemical reactions, chemical tests, chromatography, coefficients, compounds, concentrations, distillation, electrons, energy, enzymes, equations, experimental procedure, formulae, gases, homologous series, ionization, isotopes, laboratory procedures, macromolecules, mass, mass spectrum, minerals, molecule, neutrons, NMR spectra, oxidation, polymers, protein structure, protons, qualitative analysis, reagent, sampling, solids, solvent, solvent extraction, synthetic drugs, and volume.

Biology. For the subject of Biology, IB includes two sample examinations requiring responses for three of seven options: Diet and Human Nutrition, Physiology of Exercise, Cells and Energy, Evolution, Neurobiology and Behaviour, Applied Plant and Animal Science, Ecology and Conservation, and Further Human Physiology. The IB sample examinations include multiple themes from which to choose. The AICE examinations include a practical test of laboratory procedures. The AICE program includes an examination requiring responses for one of three options: Microbiology and Biotechnology, Human Health and Disease, or Applied Plant and Animal Biology.

Both the IB and AICE examinations contain questions that require reflection on concepts, application of rules, recall of information, and critical thinking or evaluation. Both require short-answer constructed responses. The IB examination includes extensive multiple-choice questions, too, for both Standard and Higher Level examinations. Both programs give examinees choices about which questions to answer.

Sample Mathematics Examination Requirements

IB AICE MATHEMATICAL METHODS, SUBSIDIARY LEVEL, PAPER 1 EXAMINATION TIME: 1 HOUR 30 MINUTES

MATHEMATICS, PAPER 1, EXAMINATION TIME: 2 HOURS

PAPER 1: Answer 20 questions, including several multipart questions. Answers require application of concepts and rules to perform calculations.

Answer 12 questions, most containing two or three parts. Answers require application of concepts and rules to perform calculations and solve equations.

MATHEMATICAL METHODS, SUBSIDIARY LEVEL, PAPER 2 EXAMINATION TIME: 1 HOUR 30 MINUTES

MATHEMATICS, PAPER 2, EXAMINATION TIME: 2 HOURS

SECTION A: Answer 4 questions, each with three or four parts. Answers require application of concepts and rules to perform calculations and solve equations.

Answer 9 questions, most containing three or four parts. Answers require application of concepts and rules to perform calculations and solve equations.

SECTION B: Answer ONE of 2 questions, each with nine or ten parts. Answers require application of concepts and rules to perform calculations and to solve equations.

FURTHER MATHEMATICS, PAPER 1, EXAMINATION TIME: Answer 9 questions, most with two or three parts.

Answers require application of concepts and rules to perform calculations and solve equations.


MATHEMATICAL STUDIES, SUBSIDIARY LEVEL, PAPER 1 EXAMINATION TIME: 1 HOUR 30 MINUTES

FURTHER MATHEMATICS, PAPER 2, STATISTICS, EXAMINATION TIME: 2 HOURS

Answer 20 questions, most with two to four parts. Answers require application of concepts and rules to perform calculations and solve problems.

Answer 8 questions, most with two or three parts. Answers require application of concepts and rules to perform calculations and solve problems.

MATHEMATICAL STUDIES, SUBSIDIARY LEVEL, PAPER 2 EXAMINATION TIME: 1 HOUR 30 MINUTES

FURTHER MATHEMATICS, PAPER 3, MECHANICS: 2 HOURS

SECTION A: Answer 4 questions, each with three or four parts. Answers require application of concepts and rules to perform calculations and solve problems.

Answer 9 questions, most with two or three parts. Answers require application of concepts and rules to perform calculations and to solve problems.

SECTION B: Answer ONE of 3 questions, each with four to five parts. Answers require application of concepts and rules to perform calculations and solve equations and problems.

MATHEMATICS, STATISTICS, PAPER 1: 1 HOUR 30 MINUTES

Answer 8 questions, each with one to five parts. Answers require application of concepts and rules to perform calculations and solve problems.

ADVANCED MATHEMATICS, SUBSIDIARY LEVEL, PAPER 1 EXAMINATION TIME: 1 HOUR

MATHEMATICS, STATISTICS, PAPER 2: 1 HOUR 30 MINUTES

Answer 10 questions, most with two to four parts. Answers require application of concepts and rules to perform calculations.

Answer 5 questions, each with two to seven parts. Answers require application of concepts and rules to perform calculations and solve problems.

ADVANCED MATHEMATICS, SUBSIDIARY LEVEL, PAPER 2 EXAMINATION TIME: 2 HOURS 30 MINUTES

Answer 5 questions, each with two or three parts. Answers require application of concepts and rules to perform calculations and solve equations.

MATHEMATICS, HIGHER LEVEL, PAPER 1 EXAMINATION TIME: 2 HOURS

PAPER 1: Answer 20, including several multipart questions. Answers require application of concepts and rules to perform calculations and solve equations and problems.

MATHEMATICS, HIGHER LEVEL, PAPER 2 EXAMINATION TIME: 2 HOURS 30 MINUTES

SECTION A: Answer 4 questions, each with three to five parts. Answers require application of concepts and rules to perform calculations and solve equations and problems.

SECTION B: Answer ONE of 4 questions. Questions contain from five to fourteen parts. Themes include Abstract Algebra, Graphs and Trees, Statistics, and Analysis and Approximation. Answers require recall of information, and the application of concepts and rules to perform calculations and solve equations and problems.

Note: IB program examination questions include questions about population distribution and age, dependency ratio, geographical hazards, rank correlation coefficients of geographic factors, growth of suburbs and cities, factors and impact of population changes, local and global responses to geographic hazards, topographic mapping, analysis of natural environments, and analysis of resources. AICE examination questions include questions about natural ecosystems, environmental interventions, natural environments, maps, diagrams, environmental data, relationships affecting production and world population, impact of population size and movements, energy consumption, location and change of industries, and weather prediction and climatic variation.


Mathematics. For the subject of Mathematics, both the IB and AICE examinations provide questions that require the use of rules to compete calculations, the analysis of concepts and application of rules to solve practical problems, and the formation and justification of judgements and conclusions. Both sets of sample examinations provide examinees with formulae and other supporting information such as graph paper and statistical tables. Very few options are provided for examinees for sample examinations in this subject area—only two of the eight sample IB examinations included any options and none of the AICE examinations included options.

The IB curriculum titles are Mathematics, Mathematical Methods, Mathematical Studies, and Advanced Mathematics. The AICE curriculum titles are Math Studies, Math Methods, Mathematics, and Advanced Mathematics, all of which belong to Group A.


APPENDIX C: IB FEES


*CHF = Swiss Francs USD = United States Dollars GBP = Great Britain Pounds CAD = Canadian Dollars


Source: IBO, 1998b, p. H6–7.


APPENDIX D: SURVEY INSTRUMENTS


International Baccalaureate Program

Student Survey We need your help. In 1997, the Florida Legislature mandated an evaluation to compare the International Baccalaureate (IB) and Advanced International Certificate of Education (AICE) programs. The Florida Department of Education contracted with Educational Services Program at Florida State University to conduct this evaluation. As part of the study, we are surveying students who are participating in the IB Program. Please take a few minutes to answer the following questions about the program’s performance. Your response will be treated with strict confidence. All information will be seen and reviewed only by the evaluation team at Florida State University. When you have completed the survey, fold and place it in the postage-paid, pre-addressed envelope provided and drop it in the mail. If your parents have completed the Parent’s Comments page, include it in the same envelope with your survey form. Thank you for your participation.

Directions: Please check (4) the best answer or write your answer in the space provided. If you need more space for the open-ended questions, please use the back of the page where the question appears.

1. The IB Program conveys a friendly, helpful atmosphere.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree

5 = strongly disagree

6 = don’t know


2. The IB coordinator has helped me understand the program and how it can help me reach my goals.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

3. Teachers in the IB Program are skillful and knowledgeable in their subject areas.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

4. Guidance counselors in the program are well qualified.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

5. My guidance counselor has helped me select my courses and plan for college.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


6. The program should provide IB students more time for conferences with teachers and guidance counselors.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

7. Courses in the IB Program are harder and more demanding than regular courses.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

8. There are not enough course options in the IB Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

9. The content of some IB courses is of no value to me.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


10. The Creativity, Action, Service (CAS) requirement is a beneficial part of the IB Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

11. CAS hours take up too much time.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

12. I find the Theory of Knowledge (TOK) course to be of great value.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

13. I find the extended essay requirement to be of great value.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


14. Students in the IB Program all obey the honor code.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

15. The IB Program should have better discipline and safeguards against cheating.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

16. Participation in the IB Program lets me challenge myself to do my best work.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

17. Participation in the IB Program is good preparation for college.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


18. Participation in the IB Program should help me get a college scholarship.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

19. I expect to get the International Baccalaureate Diploma when I graduate.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

20. I expect to get college credit for some of the IB Program courses.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

21. My family is happy about my participation in the IB Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


22. Too much work is expected from students in the IB Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

23. I sometimes find participation in the IB Program very stressful.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

24. There are not enough group activities for IB students.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

25. I am exposed to new people and ideas in the IB Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


26. Participation in the program makes it difficult for IB students to mingle with students outside the program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

27. Participation in the IB Program has not interfered with my taking part in extracurricular activities.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

28. I have participated in the following extracurricular activities while in the IB Program:

a. _______________________________________________________________________________________

b. _______________________________________________________________________________________

c. _______________________________________________________________________________________

d. ______________________________________________________________________________

29. Check the reasons, if any, that the IB Program has interfered with your participation in extracurricular activities.

I have too little time left after homework.

The IB Program schedule conflicts with activity schedules.

The IB Program administrators discourage participation in most nonprogram activities.

Other. Please explain.

______________________________________________________________________________________

______________________________________________________________________________________


30. Participation in the IB Program has not interfered with my having a job.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

31. Some students do not participate in the IB Program due to the high cost of field trips, projects that require special books, a computer, etc.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

32. Check the ways, if any, that participation in the IB Program has helped you improve.

My study skills are better.

I organize and manage my time better.

I am interested in things I didn’t know about before I entered the program.

I am better able to separate factual information from material designed to persuade me.


______________________________________________________________________________________

______________________________________________________________________________________

33. Please list changes to the program you would like to see.

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________


Advanced International Certificate of Education Program

Student Survey We need your help. In 1997, the Florida Legislature mandated an evaluation to compare the Advanced International Certificate of Education (AICE) and International Baccalaureate (IB) programs. The Florida Department of Education contracted with Educational Services Program at Florida State University to conduct this evaluation. As part of the study, we are surveying students who are participating in the AICE Program. Please take a few minutes to answer the following questions about the program’s performance. Your response will be treated with strict confidence. All information will be seen and reviewed only by the evaluation team at Florida State University. When you have completed the survey, fold and place it in the postage-paid, pre-addressed envelope provided and drop it in the mail. If your parents have completed the Parent’s Comments page, include it in the same envelope with your survey form. Thank you for your participation.

Directions: Please check (4) the best answer or write your answer in the space provided. If you need more space for the open-ended questions, please use the back of the page where the question appears.

1. The AICE Program conveys a friendly, helpful atmosphere.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


2. The AICE coordinator has helped me understand the program and how it can help me reach my goals.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

3. Teachers in the AICE Program are skillful and knowledgeable in their subject areas.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

4. Guidance counselors in the program are well qualified.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

5. My guidance counselor has helped me select my courses and plan for college.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


6. The program should provide AICE students more time for conferences with teachers and guidance counselors.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

7. Courses in the AICE Program are harder and more demanding than regular courses.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

8. There are not enough course options in the AICE Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

9. The content of some AICE courses is of no value to me.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


10. Students in the AICE Program all obey the rules in the student handbook and the county code of conduct.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

11. The AICE Program should have better discipline and safeguards against cheating.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

12. Participation in the AICE Program lets me challenge myself to do my best work.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

13. Participation in the AICE Program is good preparation for college.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


14. Participation in the AICE Program should help me get a college scholarship.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

15. I expect to get the AICE Certificate when I graduate.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

16. I expect to get college credit for some of the AICE Program courses.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

17. My family is happy about my participation in the AICE Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


18. Too much work is expected from students in the AICE Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

19. I sometimes find participation in the AICE Program very stressful.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

20. There are not enough group activities for AICE students.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

21. I am exposed to new people and ideas in the AICE Program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know


22. Participation in the program makes it difficult for AICE students to mingle with students outside the program.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

23. Participation in the AICE Program has not interfered with my taking part in extracurricular activities.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

24. I have participated in the following extracurricular activities while in the AICE Program:

a. _______________________________________________________________________________________

b. _______________________________________________________________________________________

c. _______________________________________________________________________________________

d. ______________________________________________________________________________

25. Check the reasons, if any, that the AICE Program has interfered with your participation in extracurricular activities:

I have too little time left after homework.

The AICE Program schedule conflicts with activity schedules.

The AICE Program administrators discourage participation in most nonprogram activities.


______________________________________________________________________________________

_____________________________________________________________________________


26. Participation in the AICE Program has not interfered with me having a job.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

27. Some students do not participate in the AICE Program due to the high cost of field trips, projects that require special books, a computer, etc.

1 = strongly agree

2 = agree

3 = undecided

4 = disagree


6 = don’t know

28. Check the ways, if any, that participation in the AICE Program has helped you improve.

My study skills are better.

I organize and manage my time better.

I am interested in things I didn’t know about before I entered the program.

I am better able to separate factual information from material designed to persuade me.


______________________________________________________________________________________

______________________________________________________________________________________

29. Please list changes to the program you would like to see.

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________



Graduate Survey We need your help. In 1997, the Florida Legislature mandated an evaluation to compare the International Baccalaureate (IB) and Advanced International Certificate of Education (AICE) programs. The Florida Department of Education contracted with Educational Services Program at Florida State University to conduct this evaluation. As part of this study we would like to know how the IB program has contributed to your post-high school experiences. Please take a few minutes to answer the following questions about the program. Your responses will be treated with strict confidence. All information will be seen and reviewed only by the evaluation team at Florida State University. When you have completed the survey, fold and place it in the postage paid, preaddressed envelope provided and mail it by August 31, 2000. If your parents have completed the parents’ comments page, include it in the same envelope with your survey form. Thank you for your participation in this study. Directions: Please check (4) the best answer or write your answer in the space provided. If you need more space for the open-ended questions, please use the back of the page where the question appears. 1. What is your gender?

Male ____ Female ____

2. What was your age when you graduated from high school?

Below 17____ 17 ____ 18 ____ Over 18 ____

3. Did you receive an IB Diploma when you graduated?

Yes ____ No ____

4. What college or university did you attend in the FALL OF 1999?

__________________________________________________________________


5. If you did not attend a college or university, check the item below that best describes what you did.

Attended vocational-technical school _____ Joined a military service _____ Worked _____ Traveled _____ Attended to family responsibilities _____ Other ____________________________________________________

6. What was your grade point average for the FALL OF 1999? _________ 7. What is your major at the college or university?

Major ____________________________________________ Undecided ____ 8. What is your minor?

Minor ____________________________________________ Undecided ____ 9. For which high school courses did you receive college credit? Please list the high school and

college course names and course numbers below. If you took college courses in high school, write Dual Enrollment in the space provided for college. If you need more space, please use the back of this page.

High School College


10. How often did you interact with other IB students in the FALL OF 1999? Never or rarely ____ Seldom ____ Occasionally ____ Often ____

11. Would you have liked more interaction with other IB students during that time?

Yes ____ No ____

12. Please rate the following features of the IB program according to their value as preparation for your college studies.

Program Feature Excellent Good Useful Little

Value No

Value Program as general preparation for college


Program emphasis on foreign language

Program emphasis on mathematics

Extended essay component

Theory of knowledge component

Course work Difficulty level of IB tests CAS activities Program emphasis on internationalism

13. Would you recommend the IB program to high school students?

Yes, with enthusiasm ____ Strongly yes ____ Yes, with reservations ____ Not for this college ____

14. Do you think that your participation in the IB program has been of benefit to you or your

parents financially (decreasing the cost of college tuition)?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

15. Do you think that the overall benefits you have obtained as a result of your participation in the

IB program are worth the effort you put into the program?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


16. Do you feel that being a part of the IB program interfered with or enhanced your social experiences in high school?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

17. Have you had any difficulty in obtaining college credit for your IB course work?

Yes ____ No ____

If yes, please explain: ____________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

18. Please comment on any aspect of your post-high school experiences as they relate to the IB program. Use the remainder of this page for your comments.


Advanced International Certificate of Education (AICE) Program

Graduate Survey

We need your help. In 1997, the Florida Legislature mandated an evaluation to compare the Advanced International Certificate of Education (AICE) and International Baccalaureate (IB) programs. The Florida Department of Education contracted with Educational Services Program at Florida State University to conduct this evaluation. As part of this study we would like to know how the AICE program has contributed to your post-high school experiences. Please take a few minutes to answer the following questions about the program. Your responses will be treated with strict confidence. All information will be seen and reviewed only by the evaluation team at Florida State University. When you have completed the survey, fold and place it in the postage paid, preaddressed envelope provided and mail it by August 31, 2000. If your parents have completed the parents’ comments page, include it in the same envelope with your survey form. Thank you for your participation in this study. Directions: Please check (4) the best answer or write your answer in the space provided. If you need more space for the open-ended questions, please use the back of the page where the question appears. 1. What is your gender?

Male ____ Female ____

2. What was your age when you graduated from high school?

Below 17 ____ 17 ____ 18 ____ Over 18 ____

3. Did you receive an AICE Certificate when you graduated?

Yes ____ No ____

4. What college or university did you attend in the FALL OF 1999?

__________________________________________________________________


5. If you did not attend a college or university, check the item below that best describes what you did.

Attended vocational-technical school _____ Joined a military service _____ Worked _____ Traveled _____ Attended to family responsibilities _____ Other ____________________________________________________

6. What was your grade point average for the FALL OF 1999? _________ 7. What is your major at the college or university?

Major ____________________________________________Undecided____ 8. What is your minor?

Minor ____________________________________________Undecided____ 9. For which high school courses did you receive college credit? Please list the high school and

college course names and course numbers below. If you took college courses in high school, write Dual Enrollment in the space provided for college.

High School College


10. How often did you interact with other AICE students in the FALL OF 1999? Never or rarely____ Seldom ____ Occasionally ____ Often ____

11. Would you have liked more interaction with other AICE students during that time?

Yes ____ No ____

12. Please rate the following features of the AICE program according to their value as preparation

for your college studies.

Program Feature Excellent Good Useful Little Value

No Value

Program as general preparation for college


Program emphasis on foreign language

Program emphasis on mathematics

Course work Difficulty level of AICE tests

Program emphasis on internationalism

13. Would you recommend the AICE program to high school students?

Yes, with enthusiasm ____ Strongly yes ____ Yes, with reservations ____ Not for this college ____

14. Do you think that your participation in the AICE program has been of benefit to you or your

parents financially (decreasing the cost of college tuition)?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

15. Do you think that the overall benefits you have obtained as a result of your participation in the

AICE program are worth the effort you put into the program?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


16. Do you feel that being a part of the AICE program interfered with or enhanced your social experiences in high school?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

17. Have you had any difficulty in obtaining college credit for your AICE course work?

Yes ____ No ____

If yes, please explain:_____________________________________________________________________

__________________________________________________________________________________________

18. Please comment on any aspect of your post-high school experiences as they relate to the AICE

program. Use the remainder of this page for your comments.



Teacher Survey

In 1997 the Florida Legislature mandated an evaluation to compare the International Baccalaureate (IB) and Advanced International Certificate of Education (AICE) programs. The Florida Department of Education contracted with the Educational Services Program of Florida State University to conduct this evaluation. As part of the study, we are surveying teachers who are participating in the IB Program. Could you please provide the information requested below. When you have completed the survey, place it in the postage-paid, pre-addressed envelope provided and mail it. All of your responses will be held in strict confidence and will be seen only by the evaluation team at Florida State University. Thank you for your help with this study.

Directions: Please check (3) the best answer or write your response on the lines provided.

1. County in which you teach:

Bay

St. Johns

2. Your major areas of study:

Undergraduate major(s) __________________________________________________________________

Undergraduate minor(s) __________________________________________________________________

Graduate major(s) _______________________________________________________________________

Graduate minor(s) _______________________________________________________________________

3. Number of years teaching experience: _____

4. Number of years teaching IB and IB-related courses (i.e., Honors, AP): _____


5. IB and IB-related courses that you have taught since the program began at your school:

a. _______________________________

b. _______________________________

c. _______________________________

d. _______________________________

e. _______________________________

6. Average number of students in your current IB or IB-related classes? _____

7. Non-IB courses that you currently teach:

a. _______________________________

b. _______________________________

c. _______________________________

d. _______________________________

e. _______________________________

8. Non-teaching IB responsibilities you perform in an academic year:

a. _____________________________________________________________________________________

b. _____________________________________________________________________________________

c. _____________________________________________________________________________________

d. _____________________________________________________________________________________

e. _____________________________________________________________________________________

9. Number of IB teacher-training workshops attended: _____


10. How satisfied were you with the workshop(s)? Please check (3) one.

1 = very unsatisfied

2 = unsatisfied

3 = uncertain

4 = satisfied

5 = very satisfied

Please explain your rating below:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

11. Please respond to the following items by placing a check (3) under the category that most closely reflects your feelings about the IB Program.

Strongly Disagree

Disagree Uncertain Agree Strongly Agree

1. The IB Program fosters a high level of competence in the following skills:

a. Research

b. Writing

c. Math

d. Oral expression e. Citizenship

2. The IB Program does a good job of preparing students for college.

3. IB students are better prepared for college than similar students who are not part of the program.

4. The IB Program provides appropriate educational environment for individual students with varying abilities.

5. Instructional materials for IB courses are adequate.


Strongly

Disagree Disagree Uncertain Agree Strongly

Agree 6. IB exams are fair.

7. Morale is high among IB students.

8. Some classes taken by IB students are too large.

9. IB students are well integrated into the whole student body.

10. IB students do not have enough time for extra-curricular activities or jobs.

11. IB students are subjected to high level of program-induced stress.

12. Too many students drop out of the IB Program.

13. Minority students are encouraged to apply to the IB Program.

14. IB Program requirements are sometimes modified to meet the needs of exceptional (ESE) students.

15. The IB Program has the reputation of being an elitist program.

16. Creativity, Action, Service (CAS) hours take up too much time.

17. The Theory of Knowledge (TOK) course is of great value to students.

18. The IB parent organization is well organized.

19. The IB parent organization is very productive and supportive.

12. Please describe changes in the IB Program that you believe would make it stronger.


Advanced International Certificate of Education

Teacher Survey

In 1997, the Florida Legislature mandated an evaluation to compare the Advanced International Certificate of Education (AICE) and International Baccalaureate (IB) programs. The Florida Department of Education contracted with the Educational Services Program of Florida State University to conduct this evaluation. As part of the study, we are surveying teachers who are participating in the AICE Program. Could you please provide the information requested below. When you have completed the survey, place it in the postage-paid, pre-addressed envelope provided and mail it. All of your responses will be held in strict confidence and will be seen only by the evaluation team at Florida State University. Thank you for your help with this study.

Directions: Please check (3) the best answer or write your response on the lines provided.

1. County in which you teach:

Bay

Lake

St. Johns

2. Your major areas of study:

Undergraduate major(s) __________________________________________________________________

Undergraduate minor(s) __________________________________________________________________

Graduate major(s) _______________________________________________________________________

Graduate minor(s) _______________________________________________________________________

3. Number of years teaching experience: _____

4. Number of years teaching AICE and AICE-related courses (i.e., Honors, AP): _____


5. AICE and AICE-related courses that you have taught since the program began at your school:

a. _______________________________

b. _______________________________

c. _______________________________

d. _______________________________

e. _______________________________

6. Average number of students in your current AICE or AICE-related classes? _____

7. Non-AICE courses that you currently teach:

a. _______________________________

b. _______________________________

c. _______________________________

d. _______________________________

e. _______________________________

8. Non-teaching AICE responsibilities you perform in an academic year:

a. _____________________________________________________________________________________

b. _____________________________________________________________________________________

c. _____________________________________________________________________________________

d. _____________________________________________________________________________________

e. _____________________________________________________________________________________

9. Number of AICE course workshops attended: _____


10. How satisfied were you with the workshop(s)? Please check (3) one.


2 = unsatisfied

3 = uncertain

4 = satisfied

5 = very satisfied


_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

11. Have you participated in AICE distance training?

yes

no

If yes, how satisfied were you with the training?


2 = unsatisfied

3 = uncertain

4 = satisfied

5 = very satisfied


_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________


12. Please respond to the following items by placing a check (3) under the category that most closely reflects your feelings about the AICE Program.

Strongly Disagree

Disagree Uncertain Agree Strongly Agree

1. The AICE Program fosters a high level of competence in the following skills:

a. Research b. Writing c. Math d. Oral expression e. Citizenship

2. The AICE Program does a good job of preparing students for college.

3. AICE students are better prepared for college than similar students who are not part of the program.

4. The AICE Program provides appropriate educational environment for individual students with varying abilities.

5. Instructional materials for AICE courses are adequate.

6. AICE exams are fair. 7. Morale is high among

AICE students.

8. Some classes taken by AICE students are too large.


Strongly

Disagree Disagree Uncertain Agree Strongly

Agree 9. AICE students are well

integrated into the whole student body.

10. AICE students do not have enough time for extracurricular activities or jobs.

11. AICE students are subjected to high level of program-induced stress.

12. Too many students drop out of the AICE Program.

13. Minority students are encouraged to apply to the AICE Program.

14. The AICE Program requirements are sometimes modified to meet the needs of exceptional (ESE) students.

15. The AICE parent organization is well organized.

16. The AICE parent organization is very productive and supportive.

On the remainder of this page, please describe changes in the AICE Program that you believe would make it stronger. Use the back of this page if you need more space.

Date post:	24-Mar-2018
Category:	Documents
Upload:	vodat
View:	213 times
Download:	1 times

QVCMJDBUJPO PG UIF &EVDBUJPOBM 4FSWJDFT · PDF fileA Comparison of the AICE and IB Programs...

Documents